Friction. Learning in Science Project. Working Paper No. 19.

Autor/inn/en	Stead, Keith; Osborne, Roger
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Friction. Learning in Science Project. Working Paper No. 19.
Quelle	(1980), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Processes; Comprehension; Concept Formation; Curriculum Development; Elementary School Science; Elementary Secondary Education; Interviews; Learning; Motion; Physics; Science Education; Science Instruction; Scientific Concepts; Secondary School Science; New Zealand + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Lernen; Bewegungsablauf; Physik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Neuseeland
Abstract	One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on students' thinking regarding their views on friction. Students (N=47) were individually interviewed using a variation of the interview-about-instances procedure. Ten cards (included in an appendix), each illustrating a single situation where friction may or may not occur, were shown to students to elicit their views. These views are presented and discussed under the following headings: friction and force; friction and reaction; friction and movement; friction and energy; friction and solids, liquids, and gases; friction and electricity; friction and particles; and friction and the world in which we live. Additional views presented and discussed focus on friction as it relates to: children's everyday language; self-centered and human-centered viewpoints; animistic views; reified views; and the non-existence of non-observables. General conclusions (such as a close association between friction and rubbing) and questions for further study are included. Additional materials (in appendices) include a scientist's explanation of information on the interview cards, student views on how rubbing makes electricity, and survey questions used to gain indications of the prevalence of selected ideas related to friction. (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC