Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit

Autor/inn/en	Ayar, Mehmet C.; Aydeniz, Mehmet; Yalvac, Bugrahan
Titel	Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 1, S.95-121 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9476-y
Schlagwörter	Science Instruction; Grade 7; Foreign Countries; Science Curriculum; Technology Education; Motion; Physics; Scientific Concepts; Epistemology; Sociology; Teaching Methods; Concept Formation; Science Activities; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Technisch-naturwissenschaftlicher Unterricht; Bewegungsablauf; Physik; Erkenntnistheorie; Soziologie; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Türkei
Abstract	In this paper, we analyze the science activities offered at 7th grade in the Turkish science and technology curriculum along with addressing the curriculum's original intent. We refer to several science education researchers' ideas, including Chinn & Malhotra's (Science Education, 86:175--218, 2002) theoretical framework and Edelson's (1998) conceptualization of authentic science practices in our analyses. Our primary goal is to critique the science and technology curriculum and then offer alternative insights into learning science and doing science about force and motion concepts at 7th grade from epistemological and sociological perspectives. We introduce an Immersion Unit for teaching and learning the concepts of force and motion and discuss the elements of this immersion approach. Finally, we provide recommendations for designing and implementing similar immersion units for the science activities that are in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01