Literaturnachweis - Detailanzeige
| Autor/inn/en | Tirosh, Dina; Stavy, Ruth |
|---|---|
| Titel | Intuitive rules in science and mathematics: the case of 'Everything can be devided by two'. |
| Quelle | In: International journal of science education, 18 (1996) 6, S. 669-683Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Intuition; Vorstellung (Psy); Schüler; Lernprozess; Mathematik; Physik; Piaget, Jean |
| Abstract | In the last twenty years, researchers have studied students' mathematical and scientific conceptions and reasoning. Most of this research is content-specific. It has been bound that students often hold ideas that are not in line with accepted scientific notions. In our joint work in mathematics and science education, it became aparent that many of these alternative conceptions hail from a small number of intuitive rules. We have so far identified two such rules: 'The more of A, the more of B', and, 'Everything can be devided by two.' The first rule is reflected in students' responses to many tasks, including all classical piagetian conservation tasks (conservation of number, area, weight, volume, matter, etc.), all tasks related to intensive quantities (density, temperature, concentration, etc.), and tasks related to infinite quantities. The second rule is observed in responses related to successive division of material and geometrical objects, and in seriation tasks. In this paper we describe and discuss the second rule and its relevance to science and mathematics education. In a previous paper (Stavy and Tirosh 1996) we described and discussed the first rule. (Autorenreferat). |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 1998_(CD) |
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