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This research explores the structure of possible science education reform that can be compatible with structural change in high schools. Financial pressures, increased or decreased enrollment, state mandated changes, block scheduling, and assignments of students to age-appropriate grades are all examples of structural changes. Block scheduling is currently the most popular structuring effort, and the most common form of block scheduling allows four 90-minute classes per day. Need, clarity, complexity, and quality of the program are some of the factors that affect the success of the implemented programs. This paper reports the results of a study that investigates the role of structural changes and Block-8 Schedule on conceptual changes in science education. (Contains 15 references.) (YDS)

Descriptors: Block Scheduling, Concept Formation, Curriculum Development, Educational Change, High Schools, Science Curriculum, Science Education, Science Instruction, Teaching Methods, Thinking Skills

For full text: http://www.narst.org.









Autor: Jordan, Miriam M.; Padilla, Michael

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9131&id=ED446944



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