ERIC Number: ED236017
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
Teaching about Force. Learning in Science Project. Working Paper No. 34.
Schollum, Brendan, Ed.; And Others
This booklet provides suggestions for student activities appropriate for introducing ideas about forces and their relationship to motion at the Form 1 to 4 level. The overall program is divided into five parts and is based on knowledge of views about force, friction, and gravity which children bring with them to science classrooms. An overview of the program is provided and, in separate sections, the aims and strategies are set forth, and student materials (worksheets, activity sheets, surveys, and others) for each individual part are presented. Students' views about force are determined in part 1. Momentum and momentum changes are investigated in part 2. "Pushes" and "pulls" are examined in part 3. Total force is studied in part 4. Part 5 investigates how some children's ideas have been modified by the learning experiences provided in the previous parts and provides opportunities, if necessary, for further remediation. (Scientists' answers to survey questions and a mathematics activity on force/momentum are found in appendices.) (JN)
Descriptors: Comprehension, Concept Formation, Concept Teaching, Curriculum Development, Elementary School Science, Elementary Secondary Education, Force, Gravity (Physics), Learning, Motion, Physics, Science Activities, Science Education, Science Instruction, 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; 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. 34 should be used in conjunction with SE 043 294-295.