Toward Solutions: The Work of the Physics Action-Research Group. Learning in Science Project. Working Paper No. 32.

Autor/inn/en	Osborne, Roger; Schollum, Brendan
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Toward Solutions: The Work of the Physics Action-Research Group. Learning in Science Project. Working Paper No. 32.
Quelle	(1981), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Processes; College Science; Comprehension; Concept Formation; Concept Teaching; Curriculum Development; Elementary School Science; Elementary Secondary Education; Force; Higher Education; Learning; Material Development; Motion; Physics; Science Education; Science Instruction; Scientific Concepts; Secondary School Science; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Stärke; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernen; Lehrmaterialentwicklung; Bewegungsablauf; Physik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might be modified by a "force through momentum" approach. The approach builds on children's intuitive ideas of the physicists' momentum concept, introduces the label "momentum" for that concept, and separates out for children the distinct difference between momentum and force. Three types of materials were developed to implement the approach: (1) a booklet containing background information on typical children's/scientists' views on force, friction, and gravity; (2) a booklet providing specific teaching activities directly useable in classrooms; and (3) inservice course material. Classes were surveyed prior to and after the teaching sequence using survey A and survey B (the latter included in an appendix). Although some children had modified their views, there was increase (after instruction) in the number of students who considered momentum to be a force. (Typical survey results and a partial interview transcript of the student who changed his views during one of the trials 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