ERIC Number: ED235012
Record Type: RIE
Publication Date: 1979-Jul
Reference Count: 0
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)
Descriptors: Academic Achievement, Curriculum Development, Elementary School Science, Elementary Secondary Education, Interviews, Learning, Process Education, Science Education, Science Experiments, Science Instruction, Scientific Attitudes, Scientific Concepts, Scientific Principles, Secondary School Science, Student Attitudes
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
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.