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ERIC Number: ED223473
Record Type: RIE
Publication Date: 1982-Nov
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0345-5343
Pupils' Thinking and Course Requirements in Science Teaching (EKNA). Newsletter School Research.
Andersson, Bjorn; And Others
The ENKA Project is concerned with two major problem areas: the conceptions of physical and chemical phenomena, central to an upper level course, held by compulsory school pupils (grades 7-9) and the implications from descriptions of pupils' conceptions and ways of reasoning for current teaching practice. To determine conceptions held, pupils were given a problem to solve and asked to explain how it was solved. This was accomplished by individual interviews or written tests in half a class period. Results indicate that: (1) Pupils have intuitive everyday conceptions of physical and chemical phenomena, such as electricity, heat, light and chemical reactions, before they receive instruction about them. (2) These everyday conceptions can be categorized. (3) Everyday conceptions within a particular field are not predictable but have to be discovered, and each field therefore has to be studied separately. (4) Everyday conceptions disrupt and impede the learning of the more adequate concepts contained in school courses. (5) Teachers are little acquainted with these everyday conceptions and their importance for learning. (6) The effect of school instruction in improving pupils' scientific thinking is not very large. Following selected examples of pupils' thinking related to electricity, matter, and optics, a brief discussion of on-going research is provided. (Author/JN)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Skoloverstyrelsen National Board of Education, Stockholm (Sweden).
Identifiers: Misconceptions; Science Education Research; Sweden