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ERIC Number: ED236006
Record Type: RIE
Publication Date: 1980-Dec
Pages: 27
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Light. Learning in Science Project. Working Paper No. 23.
Stead, Beverley; Osborne, Roger
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 the concept of "light" held by 36 students. Data were obtained during individual interviews in which students were shown cards with diagrams representing either light sources (such as candle, sun) or light reflectors (such as moon, mirror). Student responses are presented, discussed, and analyzed in separate sections representing key questions asked: (1) Does the object make light? (2) Does light travel and if so how far? and (3) How is it that the person is able to see the (candle)? Responses are categorized within each section by major patterns noted during analyses. The second question was further explored by means of surveys administered to Form 2 (N=144) and Form 3 (N=235) students. Implications for science instruction, based on such findings as few students understanding that light must travel into the eye to enable us to see objects, are discussed. (Interview cards and survey used, additional student responses, and percentage of correct survey responses are included 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, ED 229 442, ED 230 594, ED 235 011-030, SE 043 286-302, and SE 043 305-315. Document contains some marginal legibility.