Confronting the Problems of Primary School Science. Learning in Science Project (Primary). Working Paper No. 110.

Autor/inn/en	Osborne, Roger; und weitere
Institution	Waikato Univ., Hamilton (New Zealand). Science Education Research Unit.
Titel	Confronting the Problems of Primary School Science. Learning in Science Project (Primary). Working Paper No. 110.
Quelle	(1982), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Concept Formation; Curriculum Development; Educational Objectives; Elementary Education; Elementary School Science; Foreign Countries; Learning Strategies; Research Needs; Science Curriculum; Science Education; Science Instruction; Science Projects; New Zealand + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Forschungsbedarf; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Project; Wissenschaft; Projekt; Neuseeland
Abstract	The Learning in Science Project (Primary)--LISP(P)--was designed to investigate the teaching and learning of science in the primary school. This paper summarizes the work undertaken and the findings obtained during the first 9 months of the project. During the first 6 months, an exploratory phase, similar to the original Learning in Science Project (LISP), was undertaken. Based on interviews with educational personnel and students and on observations of classroom interactions, difficulties in teaching science related to teacher background, organization, and the aims of science education were found. In addition, it was found that children have strong views about topics prior to learning, that these views are often different from scientists' views, and that these views can remain uninfluenced (or be influenced in unanticipated ways) by science teaching. A perspective on primary school science is offered with implications related to science topics and concepts, doing things, skills of investigations, student explanations, teaching strategies, and classroom implementation. The paper concludes with summaries of six LISP(P) studies. Areas investigated include: topics children are most interested in; questions children ask in a given situation; questions of greatest interest to children; and explanations or answers to questions generated by children. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC