Focus on Knowledge. Learning in Science Project. Working Paper No. 3.

Autor/inn/en	Osborne, Roger; und weitere
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Focus on Knowledge. Learning in Science Project. Working Paper No. 3.
Quelle	(1979), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Concept Formation; Concept Teaching; Curriculum Development; Elementary School Science; Elementary Secondary Education; Force; Interviews; Language; Learning; Physical Sciences; Science Curriculum; Science Education; Science Instruction; Scientific Concepts; Secondary School Science; Student Experience; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Stärke; Interviewing; Interviewtechnik; Languages; Sprache; Lernen; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studienerfahrung; Neuseeland
Abstract	The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to science knowledge/concepts. The intent in presenting these comments/observations is not primarily to provide a balanced view of good and bad aspects for Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations focus on: (1) why basic ideas/concepts are not being acquired; (2) concepts and language (considering words having both popular and technical meanings, and the teaching of force); and (3) scientific knowledge and children's experience (considering statements based on established theory and those based on children's experience, and the lack of correspondence due to limitations in children's experiences). Questions raised from discussions of the comments/observations are included. Also included (in an appendix) are extracts from individual interviews in which students were asked their meaning of the word "force." (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC