ERIC Number: ED236013
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
Animal, Plant, Living: Notes for Teachers. Learning in Science Project. Working Paper No. 30.
The Learning in Science Project investigated the proportion of students at different ages who considered a horse, person, dolphin, worm, and spider to be animals. Although scientists would agree that they are indeed animals, findings indicate that many students of varying ages did not consider them to be animals; similar findings were reported for students' views of "plant" and "living." In addition, it is suggested that meanings many children give to these words indicate that their hierarchical categorization may not be the same as that of scientists. One possible explanation may be that teachers have assumed students have scientific meanings for these commonly used words and have not focused their teaching on them. Therefore, this booklet was prepared to serve as background information for suggested teaching activities by providing discussions of both scientists' and childrens' views/conceptions of "living,""animal," and "plant." Included in these discussions are selected student comments obtained during the second (in-depth) phase of the project. (Highlights of the in-depth phase, focusing on interview techniques, are provided in an appendix). (JN)
Descriptors: Animals, Biology, Comprehension, Concept Formation, Concept Teaching, Curriculum Development, Elementary School Science, Elementary Secondary Education, Interviews, Learning, Science Activities, Science Education, Science Instruction, Scientific Concepts, Secondary School Science
University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Publication Type: Reports - Evaluative; Reports - Research; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Waikato Univ., Hamilton (New Zealand).
Identifiers: Learning in Science Project; New Zealand; Plants (Botany); Science Education Research
Note: For related documents, see ED 226 976, ED 229 442, ED 230 594, ED 235 011-030, SE 043 285-302, and SE 043 305-315. Document contains some marginal legibility. Working Paper No. 30 should be read in conjunction with SE 043 291 and SE 043 293.