The educational emphases of science teachers in US Evangelical Protestant high schools
I examine the levels of educational emphases that science teachers in Evangelical Protestant (EP) schools place on (i) teaching basic content knowledge, (ii) improving scientific reasoning skills, and (iii) presenting real-world applications of science. Using a nationally representative sample of US...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Sage Publishing
[2019]
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| Dans: |
International journal of Christianity & education
Année: 2019, Volume: 23, Numéro: 1, Pages: 10-35 |
| RelBib Classification: | CF Christianisme et science KBQ Amérique du Nord KDG Église libre RF Pédagogie religieuse ZF Pédagogie |
| Sujets non-standardisés: | B
Teaching Practice
B Catholic Schools B science pedagogy B STEM education B Evangelical Protestant schools |
| Accès en ligne: |
Accès probablement gratuit Volltext (Verlag) |
| Résumé: | I examine the levels of educational emphases that science teachers in Evangelical Protestant (EP) schools place on (i) teaching basic content knowledge, (ii) improving scientific reasoning skills, and (iii) presenting real-world applications of science. Using a nationally representative sample of US ninth-graders, I find differences in these educational emphases between science teachers in EP schools and science teachers in secular private, Catholic, and public schools. I also find suggestive evidence that differences in STEM-related student outcomes across school sectors, which have been demonstrated in prior research, are associated with cross-sector differences in the emphases of science teachers. |
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| ISSN: | 2056-998X |
| Contient: | Enthalten in: International journal of Christianity & education
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| Persistent identifiers: | DOI: 10.1177/2056997118812906 |