Electric Current. Learning in Science Project. Working Paper No. 25.

Autor/in	Osborne, Roger
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Electric Current. Learning in Science Project. Working Paper No. 25.
Quelle	(1980), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Processes; College Science; Comprehension; Concept Formation; Curriculum Development; Electric Circuits; Electricity; Elementary School Science; Elementary Secondary Education; Higher Education; Interviews; Learning; 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; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Lernen; 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 the concept of "electric current" held by 43 elementary school pupils and 2 teachers college students. Data were obtained by the "interview-about-instances" procedure in which students were shown cards with diagrams which represented different instances and non-instances of the concept. Responses are presented, discussed, and analyzed in relation to: (1) scientific viewpoint of electric current; (2) non-scientific views, considering nature of electricity, current direction, and others; (3) where electric currents are found; and (4) influences of children's egocentric and human-centered viewpoints. A theoretical consideration of electrical current and implications for science instruction based on findings are included. Among the findings are those indicating that knowing/agreeing with statements (such as "In a metal an electric current is a flow of electrons.") may not substantially change a person's concept, and that many students associate presence/absence of electric currents with whether or not they can feel the current. (Interview cards used and summary of other research studies are included in appendices.) (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC