Experimenting with an Alternative Teaching Approach on "Metals." Learning in Science Project (Primary). Working Paper No. 113.

Autor/inn/en	Biddulph, Fred; McMinn, Bill
Institution	Waikato Univ., Hamilton (New Zealand). Science Education Research Unit.
Titel	Experimenting with an Alternative Teaching Approach on "Metals." Learning in Science Project (Primary). Working Paper No. 113.
Quelle	(1983), (35 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comprehension; Concept Formation; Curriculum Development; Elementary Education; Elementary School Science; Foreign Countries; Learning Strategies; Metals; Questioning Techniques; Science Education; Science Instruction; Science Projects; New Zealand + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Befragungstechnik; Fragetechnik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Project; Wissenschaft; Projekt; Neuseeland
Abstract	An alternative approach for teaching primary school science has been proposed by the Learning in Science Project (Primary--LISP(P). This study investigated the use of the approach during three series of lessons on the topic "metals." Each series followed the same general pattern: (1) an introductory session to stimulate children to ask questions about metals, followed by opportunities to (2) answer or explain the questions, (3) investigate whether or not their questions/explanations were good ones, and (4) report findings to the rest of the class. Data were collected from observations and audiotape recordings of classroom interactions, individual student interviews, and from student worksheets (samples of which are included in an appendix). Areas examined focused on: the form of stimulus appropriate for this topic; which questions/explanations should form the basis of student investigations; whether appropriate resource materials are available; whether primary children have investigatory and processing skills adequate to the task; whether children are interested in the topic or reports of other students; what children actually learn; and what are the teacher's experiences in using the approach. Selected results show that students could be stimulated to ask questions, were interested in the topic, but seemed to lack the necessary thinking and investigation strategies. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC