ERIC Number: ED235022
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Reconsidering the Framework. Learning in Science Project. Working Paper No. 14.
Osborne, Roger; And Others
The first working paper of the Learning in Science Project, "An Initial Framework," outlined what was then seen as the major aims of the project and suggested how these aims might be achieved by three phases of research: exploratory (to observe teaching/learning in Form 1 to 4 science classrooms and to identify difficulties perceived by various individuals); in-depth (focusing on teaching/learning of selected aspects of science); and action-research (exploring ways of overcoming difficulties/problems identified in the first two phases). Presented in this document is a reconsideration of the initial framework, reviewing major accomplishments of the completed first phase and specifying more clearly plans for the in-depth phase and its relationship to the proposed action-research. Comments obtained during first phase structured/unstructured interviews (from students and school personnel) and observations by project staff have provided three distinct, albeit related, investigatory probes of the in-depth phase: (1) children's science; (2) children's classroom experiences; and (3) children's outlook on science. Each of these aspects of the in-depth phase is discussed and the various types of issues to be explored are considered. The action-research phase will be concerned with developing strategies built on the knowledge gained from the examination of these three areas. (JN)
Descriptors: Academic Achievement, Curriculum Development, Educational Needs, Elementary School Science, Elementary Secondary Education, Learning, Research Methodology, Research Needs, Science Curriculum, Science Education, Science Instruction, Science Projects, Secondary School Science
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.