A Study of the Effect of Affective and Social Factors on Teaching for Conceptual Change in Primary Science

Autor/in	Pimthong, P.
Titel	A Study of the Effect of Affective and Social Factors on Teaching for Conceptual Change in Primary Science
Quelle	In: Science Education International, 26 (2015) 3, S.376-391 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Elementary School Science; Primary Education; Grade 5; Science Education; Chemistry; Scientific Attitudes; Attitude Change; Foreign Countries; Scientific Concepts; Student Surveys; Influences; Teaching Methods; Program Implementation; Rural Schools; Science Process Skills; Prior Learning; Knowledge Level; Interviews; Observation; Cognitive Development; Concept Formation; Thailand + Suchen Sie Ihr Suchwort? Primarbereich; School year 05; 5. Schuljahr; Schuljahr 05; Naturwissenschaftliche Bildung; Chemie; Attitudinal change; Einstellungsänderung; Ausland; Schülerbefragung; Influence; Einfluss; Einflussfaktor; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Vorkenntnisse; Wissensbasis; Interviewing; Interviewtechnik; Beobachtung; Kognitive Entwicklung; Concept learning; Begriffsbildung
Abstract	The purpose of this research was to study primary science students' conceptual development as it related to their understanding of materials and their properties: in particular, to determine how and why some students changed their concepts while others did not. The participants were thirty-two Grade 5 (10-11 year old) students. An instructional unit based on the conceptual change perspective was developed and presented. Data were collected through pre- and post-instructional surveys, classroom observations, student work, and student interviews. The results showed the influence of instructional activities that challenged students' preconceptions and encouraged students' conceptual change, indicating the effects of affective, social, and language factors on students' conceptual development. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01