Learning Processes in the Field of Electricity: Results of a Cross Age Study.

Autor/inn/en	Aufshnaiter, Stefan V.; Welzel, Manuela
Titel	Learning Processes in the Field of Electricity: Results of a Cross Age Study.
Quelle	(1997), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Concept Formation; Constructivism (Learning); Discovery Processes; Elementary Secondary Education; Foreign Countries; Grade 10; Grade 11; Grade 5; Individual Characteristics; Individual Development; Learning Processes; Physics; Science Education; Social Influences; Teaching Methods; Germany + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Concept learning; Begriffsbildung; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; School year 05; 5. Schuljahr; Schuljahr 05; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individuelle Entwicklung; Learning process; Lernprozess; Physik; Naturwissenschaftliche Bildung; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Deutschland
Abstract	Over the past 10 years, numerous empirical investigations of learning in physics have been carried out at the Institute of Physics Education (IPE) at the University of Bremen in Germany. The objectives of these investigations were: (1) to describe in detail individual learning processes; (2) to construct theoretical principles of individual learning processes at different age levels; and (3) to test curriculum based on the work of the first two objectives. The studies were grounded in a situated cognition framework. According to situated cognition theory, knowledge is ultimately grounded in each individual's actions with the material and the social world. On the basis of empirical studies at several age levels, a detailed framework that includes operationalizations for levels of situated learning was developed. This framework allows for quantification of certain aspects of the development of situated cognition in terms of complexity. It provides perspectives for a better understanding of learning and teaching processes and an improvement in curriculum design. Contains 42 references. (Author/PVD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC