Literaturnachweis - Detailanzeige
| Autor/inn/en | Warwick, Paul; Linfield, Rachel Sparks; Stephenson, Philip |
|---|---|
| Titel | A comparison of primary school pupils' ability to express procedural understanding in science through speech and writing. |
| Quelle | In: International journal of science education, 21 (1999) 8, S. 823-838Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Ausdruck; Primarbereich; Prozedurales Wissen; Schriftlicher Ausdruck; Sprache; Schreiben; Naturwissenschaften |
| Abstract | Pupils reaching the end of their primary schooling in the UK have some grasp of the relevance of their process activities in terms of evidential value. The majority find it easier to express this understanding verbally rather than in writing. One reason for this is the facility that pupils have for using the two modes of expression, yet it is clear that other factors are in play. Both pupils and teachers have different agendas for what it is appropriate to address in speech and in writing, and thus the two modes of expression often serve different purposes. This paper concludes that there is much that might be done to improve the critical nature of the dialogue pupils enter into their written work, thus exposing more clearly their level of procedural understanding. (Autorenreferat). |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 2000_(CD) |
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