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ERIC Number: ED235029
Record Type: RIE
Publication Date: 1980-Dec
Pages: 34
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Weather. Learning in Science Project. Working Paper No. 21.
Moyle, Ray
One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on primary, intermediate, and secondary students' (N=41) ideas about selected aspects of weather. Data were obtained by the "interview-about-instances" procedure in which students were shown diagrams on cards which represent different instances (such as rain) and non-instances (such as moon) of weather phenomena. Selections from interview transcripts are presented, discussed, and analyzed under the following headings: (1) What is weather? (2) What are clouds? (3) What is rain? (4) What makes it rain? (5) What is wind? (6) What starts a wind blowing? (7) What is the difference between fast and slow winds? (8) the moon's part in weather; (9) the sun's part in weather; and (10) Are stars part of our weather? Additional views are presented and discussed as they relate to: self-centered and human viewpoints; animistic viewpoints; non-scientific cause and effect relationships; and weather maps. Several questions for teachers and curriculum developers on childrens' understanding of weather phenomena are outlined. (Supplemental information, including scientific weather facts, is provided in appendices). (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.