An Initial Framework. Learning in Science Project. Working Paper No. 1.

Autor/inn/en	Osborne, Roger; und weitere
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	An Initial Framework. Learning in Science Project. Working Paper No. 1.
Quelle	(1979), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Curriculum Development; Educational Needs; Elementary School Science; Elementary Secondary Education; Learning; Research Design; Research Needs; Science Curriculum; Science Education; Science Instruction; Science Projects; Secondary School Science; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Lernen; Forschungsdesign; Forschungsbedarf; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Project; Wissenschaft; Projekt; Neuseeland
Abstract	The aim of the Learning in Science Project is to: (1) investigate science teaching/learning at the Form 1 to 4 level (ages 10 to 14); (2) identify some of the key difficulties in this subject area; and (3) find ways of overcoming such difficulties. The project is seen both as an evaluative and a research project in that it is concerned with obtaining information for decision-making (evaluation) and is also concerned with attempting to identify those factors which influence learning. To this end three phases of evaluation/research are envisioned: exploratory (observing teaching/learning and identifying difficulties perceived by teachers, students, and trained observers); in-depth (examining teaching/learning of science topics/themes; emphasizing development of concepts, skills, and attitudes relevant to the topics/themes); and action-research (exploring possible ways of overcoming identified difficulties and problems). The types of investigations to be carried out during each of these phases, intended audience, how project outcomes will affect teaching, ethical considerations, and time constraints are discussed. The nature of the science curriculum is also discussed under four headings: official curriculum; teachers' curriculum (teachers' intentions); actual curriculum (teachers' actions); and students' curriculum (variety of experiences/influences on students themselves). (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC