Exploring an Alternative Science Teaching Approach. Learning in Science Project (Primary). Working Paper No. 109.

Autor/inn/en	Biddulph, Fred; Roger, Juliet
Institution	Waikato Univ., Hamilton (New Zealand). Science Education Research Unit.
Titel	Exploring an Alternative Science Teaching Approach. Learning in Science Project (Primary). Working Paper No. 109.
Quelle	(1983), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comprehension; Concept Formation; Curriculum Development; Elementary Education; Elementary School Science; Foreign Countries; Instructional Innovation; Learning Strategies; Questioning Techniques; Science Curriculum; Science Education; Science Instruction; Science Projects; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Ausland; Educational Innovation; Bildungsinnovation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Befragungstechnik; Fragetechnik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Project; Wissenschaft; Projekt; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	An alternative teaching model has been proposed by the Learning in Science Project (Primary)--LISP(P). The model uses a six-step approach (outlined in an appendix) which fosters an environment in which children can ask questions about a situation, offer explanations, carry out investigations, and report their findings. This paper reports on the experiences of a first-year teacher and her 29 students using the alternative approach during 12 lessons on seeds (each consisting of approximately 30-45 minutes) spread out over 5 weeks. Data were obtained by observing and audiotaping classroom interactions and through observations of and discussions with children during the first three lessons. Analyses of the lessons are presented, followed by a discussion of: features of the children's questions; features of their discussions, explanations, and ideas; and their responses to the alternative teaching approach. The teacher's initial thoughts and feelings about the approach and the perceived difficulties and advantages of the approach are also discussed. The advantages include fostering positive attitudes toward science and providing insight into children's ideas and views of the world about them. In addition, information is provided on what children regard as important and interesting about seeds and on their prior knowledge of the topic. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC