Animal, Plant, Living: Notes for Teachers. Learning in Science Project. Working Paper No. 30.

Autor/in	Bell, Beverley
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Animal, Plant, Living: Notes for Teachers. Learning in Science Project. Working Paper No. 30.
Quelle	(1981), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Animals; Biology; Comprehension; Concept Formation; Concept Teaching; Curriculum Development; Elementary School Science; Elementary Secondary Education; Interviews; Learning; Science Activities; Science Education; Science Instruction; Scientific Concepts; Secondary School Science; New Zealand + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Animal; Tier; Tiere; Biologie; Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Lernen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Neuseeland
Abstract	The Learning in Science Project investigated the proportion of students at different ages who considered a horse, person, dolphin, worm, and spider to be animals. Although scientists would agree that they are indeed animals, findings indicate that many students of varying ages did not consider them to be animals; similar findings were reported for students' views of "plant" and "living." In addition, it is suggested that meanings many children give to these words indicate that their hierarchical categorization may not be the same as that of scientists. One possible explanation may be that teachers have assumed students have scientific meanings for these commonly used words and have not focused their teaching on them. Therefore, this booklet was prepared to serve as background information for suggested teaching activities by providing discussions of both scientists' and childrens' views/conceptions of "living,""animal," and "plant." Included in these discussions are selected student comments obtained during the second (in-depth) phase of the project. (Highlights of the in-depth phase, focusing on interview techniques, are provided in an appendix). (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC