ERIC Number: ED236015
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
Toward Solutions: The Work of the Physics Action-Research Group. Learning in Science Project. Working Paper No. 32.
Osborne, Roger; Schollum, Brendan
In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might be modified by a "force through momentum" approach. The approach builds on children's intuitive ideas of the physicists' momentum concept, introduces the label "momentum" for that concept, and separates out for children the distinct difference between momentum and force. Three types of materials were developed to implement the approach: (1) a booklet containing background information on typical children's/scientists' views on force, friction, and gravity; (2) a booklet providing specific teaching activities directly useable in classrooms; and (3) inservice course material. Classes were surveyed prior to and after the teaching sequence using survey A and survey B (the latter included in an appendix). Although some children had modified their views, there was increase (after instruction) in the number of students who considered momentum to be a force. (Typical survey results and a partial interview transcript of the student who changed his views during one of the trials are included in appendices.) (JN)
Descriptors: Cognitive Processes, College Science, Comprehension, Concept Formation, Concept Teaching, Curriculum Development, Elementary School Science, Elementary Secondary Education, Force, Higher Education, Learning, Material Development, Motion, Physics, 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
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, 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. 32 should be used in conjunction with SE 043 295-296.