ERIC Number: ED236014
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
Teaching about Animal, Plant, Living. Part 1. Learning in Science Project. Working Paper No. 31.
Bell, Beverley, Ed.
Presented is a guide for teaching activities produced as a result of a Learning in Science Project investigation which showed that children often have quite different meanings for the words "animal,""plant," and "living" than do scientists. Included are: (1) focus of instruction at different educational levels; (2) a suggested teaching program; (3) survey instruments; (4) an outline to categorizing activities; and (5) guidelines for teaching about reasons (emphasizing the scientific reasons used in the process of categorization). Major instructional foci include: increasing children's awareness of living things, animals, and plants by providing opportunities to observe these different phenomena (Level 1); developing classification skills, and classifying living things, plants, and animals as scientists do (Levels 2-3); contrasting scientists' meanings for these words with the metaphoric and everyday use of the words (Level 4); and considering reasons scientists use for classifying things into living, non-living, animal, and plant (Level 5). The survey instruments are provided for teachers to find out what students mean by the words "animal,""plant," and "living thing" before and after a teaching/learning episode. (JN)
Descriptors: Animals, Biology, Comprehension, Concept Formation, Concept Teaching, Curriculum Development, Elementary School Science, Elementary Secondary Education, Learning, Science Activities, Science Education, Science Instruction, Scientific Concepts, Secondary School Science, Teaching Methods
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. 31 should be used in conjunction with SE 043 291-292.