Literaturnachweis - Detailanzeige
| Autor/in | Roth, Wolff-Michael |
|---|---|
| Titel | Learning process studies: examples from physics. |
| Quelle | In: International journal of science education, 20 (1998) 9, S. 1019-1024Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Lernprozess; Conceptual Change |
| Abstract | How students learn is one of the central questions in science education. Yet most studies of science 'learning' emphasize the things that Latour (1987) called 'ready-made science'. That is, these studies focus on what students 'know' before and after they complete a particular unit of study. Whether students learned and the nature of what they learned is usually inferred from pre-test - post-test data. Likewise, the processes by means of which individuals change as a result of their engagement with instructional materials are also inferred. That is, even much of the conceptual change literature does not study the change per se, but infers, often from interviews, stages in students' conceptions and discourse (e. g. Dykstra et al. 1992). What the domain of science education lacks, therefore, is descriptions of the learning trajectories that take students from pre-instructional to post-instructional understandings of a particular topic. Describing and explaining the change of students' understanding as it occurs in real time is the topic of the contributions to this mini-issue. (Autorenreferat). |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 2000_(CD) |
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