An Approach to the Development and Assessment of Instruction in Science at the First Grade Level: The Concept of a Particulate Model for Matter.

Autor/in	Hibbard, Kenneth Michael
Titel	An Approach to the Development and Assessment of Instruction in Science at the First Grade Level: The Concept of a Particulate Model for Matter.
Quelle	(1971), (444 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Concept Formation; Doctoral Dissertations; Educational Research; Elementary School Science; Grade 1; Learning Processes; Learning Theories; Models; Science Education; Scientific Concepts + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; School year 01; 1. Schuljahr; Schuljahr 01; Learning process; Lernprozess; Learning theory; Lerntheorie; Analogiemodell; Naturwissenschaftliche Bildung
Abstract	This study is based upon an interpretation of Ausubel's subsumption learning theory. The primary characteristic of this theory is that it views a learner's specific content knowledge as a crucial factor in learning. Two types of assessment instruments were used with first-grade students to determine concept attainment based on specific models related to the concepts. The first instrument included questions of the production type in that they asked the child to produce a drawing relating his knowledge of such phenomena as smells, air, and the differences between solids, liquids and air. A series of lessons dealing with the particulate models of smells, and the particulate nature of solids, liquids and air were developed. The second assessment instrument was an individual interview modeled after Piaget's revised clinical technique. The instructed children showed high concept attainment on the concept of the particulate model for smells and also learned a particulate model for solids, liquids and air. Although the uninstructed children saw a causal relationship between the phenomenon smell and the "source," they did not understand the specific physical relationship between the two. The instructed students demonstrated the ability to use particulate models to solve particular problems. The author suggests that, while the general, content-independent abilities may be limiting factors, the study suggests that more attention must be given to the child's specific content knowledge. (Author/EB)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC