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ERIC Number: ED235012
Record Type: RIE
Publication Date: 1979-Jul
Pages: 21
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Focus on Experiments. Learning in Science Project. Working Paper No. 2.
Osborne, Roger; And Others
The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to science experiments. The intent in presenting these comments/observations is not primarily to provide a balanced view of the good and bad aspects of Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations are presented in three sections: (1) introduction; (2) experimental work and the learning of facts, concepts, and principles; and (3) experimental work and the teaching of process skills (including such scientific attitudes as open-mindedness). Included are questions raised by the comments/observations presented, focusing on how frequently children really appreciate the problem being experimentally investigated, purpose of experimental work seen by teachers/students, and other areas. Also included and discussed are two measures which may alleviate some of the identified problems. (Extracts from observer's notes/transcripts are provided in a short appendix). (JN)
University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Administrators; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Waikato Univ., Hamilton (New Zealand).
Identifiers: Learning in Science Project; New Zealand; Science Education Research
Note: For related documents, see ED 226 976 and ED 235 011-030. Some pages are marginally legible.