Literaturnachweis - Detailanzeige
| Autor/inn/en | Treagust, David F.; Harrison, Allan G. |
|---|---|
| Titel | The Use of Effective Explanations in Understanding Science. |
| Quelle | In: Zur Didaktik der Physik und Chemie, Tagung 1997 (1998), S. 427-429 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0170-5983 |
| ISBN | 3-88064-280-X |
| Schlagwörter | Denkprozess; Verstehen; Erklärung; Lernen; Modell; Naturwissenschaftlicher Unterricht; Physikunterricht; Verstehen; Veranschaulichung; Analogie; Lernen; Lernprozess; Erklärung; Modellbildung; Veranschaulichung; Naturwissenschaftlicher Unterricht; Physikunterricht; Analogie; Modell |
| Abstract | The authors distinguish between "scientific content explanations" and "pedagogical content explanations". They focus on the role of metaphors and analogies in explaining scientific issues, and propose a "four -way classification of content, context, teacher and student factors", of the many factors that can influence scientific explanations. The physics lectures of Richard Feynman at Caltech in 1961-63 are presented as "an ideal case" of explanations. The authors give a conclusion as follows: "Science aims to explore and explain natural phenomena and science education's task is to transform scientific knowledge into student-friendly forms. This seemingly simple process is surprisingly complex because each effective explanation needs to be customised for its audience. The literature reviewed and the research presented in this paper argue that four sets of factors influence the final form of any science explanation. Inappropriate, weak or incomplete explanation probably arise because one or more important factors were ignored by the explainer or the type of explanation used did not match the content." |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 1999_(CD) |
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