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A Methodology for Analysing and Evaluating Teaching Strategies in University Science Teaching.

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Title: A Methodology for Analysing and Evaluating Teaching Strategies in University Science Teaching.
Authors: Bashook, Philip G.
Peer Reviewed: N
Page Count: 45
Publication Date: 2025
Descriptors: Classification, Concept Teaching, Conceptual Schemes, Evaluation Methods, Research Methodology, Science Instruction, Teaching Methods, Theories, Universities
Abstract: An approach to analyzing and evaluating strategies for teaching science concepts at the first-year university level based on B. O. Smith and co-workers' conceptual framework of teaching was explored. The study assumed that teaching is a type of goal-directed activity. Specifically, this paper offers a description of a methodology for analyzing and evaluating concept teaching in university science courses using Smith and coworkers' framework and explores the usefulness of the methodology for teaching. The methodological bridge has four phases: (1) identify aspects of Smith and co-workers' conceptual framework which appear useful for analyzing the actual teaching of science concepts; (2) characterize a record of actual teaching strategies employed; (3) Analyze and evaluate the results of Phase II; and (4) Suggest specific problems arising from this study having general application to university science teaching which need further investigation. A general conclusion of the study is that the theoretical framework used appears to be potentially useful for analyzing and evaluating certain aspects of classroom teaching. The venture and move categorizations of the framework proved tractable for analyzing actual teaching strategies performed in a lecture-type teaching situation. Other useful parts of the methodology include: (1) classifying and organizing the information introduced by the various moves of a venture, (2) tabulations of the information introduced about a concept, and (3) analyzing conceptual ventures. (CK)
Entry Date: 1972
Accession Number: ED064375
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED064375
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  Data: A Methodology for Analysing and Evaluating Teaching Strategies in University Science Teaching.
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  Data: 45
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Teaching%22">Concept Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+Schemes%22">Conceptual Schemes</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An approach to analyzing and evaluating strategies for teaching science concepts at the first-year university level based on B. O. Smith and co-workers' conceptual framework of teaching was explored. The study assumed that teaching is a type of goal-directed activity. Specifically, this paper offers a description of a methodology for analyzing and evaluating concept teaching in university science courses using Smith and coworkers' framework and explores the usefulness of the methodology for teaching. The methodological bridge has four phases: (1) identify aspects of Smith and co-workers' conceptual framework which appear useful for analyzing the actual teaching of science concepts; (2) characterize a record of actual teaching strategies employed; (3) Analyze and evaluate the results of Phase II; and (4) Suggest specific problems arising from this study having general application to university science teaching which need further investigation. A general conclusion of the study is that the theoretical framework used appears to be potentially useful for analyzing and evaluating certain aspects of classroom teaching. The venture and move categorizations of the framework proved tractable for analyzing actual teaching strategies performed in a lecture-type teaching situation. Other useful parts of the methodology include: (1) classifying and organizing the information introduced by the various moves of a venture, (2) tabulations of the information introduced about a concept, and (3) analyzing conceptual ventures. (CK)
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      Pagination:
        PageCount: 45
    Subjects:
      – SubjectFull: Classification
        Type: general
      – SubjectFull: Concept Teaching
        Type: general
      – SubjectFull: Conceptual Schemes
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Research Methodology
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Theories
        Type: general
      – SubjectFull: Universities
        Type: general
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      – TitleFull: A Methodology for Analysing and Evaluating Teaching Strategies in University Science Teaching.
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              M: 12
              Type: published
              Y: 2025
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