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Document Type

Article

Abstract

Most beginning science teachers enter schools in the fall with fervor and dedication. Those entering a self-paced classroom typically will find it to be a center of bustling activity with students working on a number of diverse activities. The first year of science teaching is a time of confrontation, of shock, and of conflict. The beginning science teacher must act. Out of this need to act comes a great amount of activity, some effective and some ineffective. The beginning science teacher in a self-paced classroom encounters problems because he is a first year science teacher and because there are problems that are peculiar to the self-paced classroom. With little experience in self-paced instruction, the beginning science teacher finds that the first year of teaching is a time for developing an individual teaching method appropriate to the self-paced nature of his classroom.

Publication Date

September 1977

Journal Title

Iowa Science Teachers Journal

Volume

14

Issue

2

First Page

11

Last Page

13

Copyright

© Copyright 1977 by the Iowa Academy of Science

Language

en

File Format

application/pdf

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