Toward a Framework. Learning in Science Project (Primary). Working Paper No. 101.

Autor/in	Osborne, Roger
Institution	Waikato Univ., Hamilton (New Zealand). Science Education Research Unit.
Titel	Toward a Framework. Learning in Science Project (Primary). Working Paper No. 101.
Quelle	(1982), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Concept Formation; Concept Teaching; Curriculum Development; Elementary Education; Elementary School Science; Foreign Countries; Learning Strategies; Research Design; Research Needs; Science Curriculum; Science Education; Science Instruction; Science Projects; Student Attitudes; Teacher Education; New Zealand + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Forschungsdesign; Forschungsbedarf; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Project; Wissenschaft; Projekt; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Neuseeland
Abstract	This paper proposes some possible areas of research and tentative theoretical guidelines for the Learning in Science Project (Primary)-- LISP(P). This new project, designed to investigate the teaching and learning of science in the primary school, arises from the work of the original Learning in Science Project (LISP). LISP(P) has two complementary components-- an investigation into the problems and difficulties that primary school children have in learning science and the training of primary school teachers to teach science. These components will be investigated during three phases. An exploratory phase will be conducted to examine primary teachers' perceptions of science and science education and their concerns regarding science teaching, and to observe students in classrooms as they participate in activities which are related to science. Proposed areas to be investigated during the next (in-depth) phase include: concepts and concept formation; student explanations as to why particular instances are or are not examples of a concept; students' thinking and practical skills; students' understanding of technology and society; and student attitudes. The nature of the final (action-research) phase has not been formulated. However, if it follows a pattern similar to LISP, it is suggested that teachers will become involved in both the in-depth and action-research phases. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC