ERIC Number: ED236016
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
Force, Friction, Gravity: Notes for Teachers. Learning in Science Project. Working Paper No. 33.
Osborne, Roger; And Others
This booklet provides teachers with background information on typical children's and scientists' views of force, friction, and gravity. Part 1 presents and discusses a survey instrument designed for teachers to use to clarify their views on the topics. Part 2 contrasts (in chart format) children's and scientists' ideas on the concepts. Parts 3 to 5 present and discuss the scientific view of and children's views of force, friction, and gravity, respectively. Included are students' comments and highlights of surveys conducted during the in-depth phase of the project investigating problems/difficulties in teaching and learning about the three concepts. Implications for teaching are also considered, suggesting that if teachers wish to modify children's views to make them more scientific, there is a need to focus children's attention very clearly on the differences between their views and the scientific viewpoint. Instructional materials have been developed using this approach. (Cards used during in-depth phase interviews to investigate children's views of force are included in an appendix.) (JN)
Descriptors: Comprehension, Concept Formation, Concept Teaching, Curriculum Development, Elementary School Science, Elementary Secondary Education, Force, Gravity (Physics), Interviews, Learning, Physics, Science Activities, Science Education, Science Instruction, 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; 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. 33 should be used in conjunction with SE 043 294 and SE 043 296.