ERIC Number: ED236018
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Toward Solutions: The Work of the Chemistry Action-Research Group. Learning in Science Project. Working Paper No. 35.
Osborne, Roger; And Others
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 Chemistry Action-Research Group considered problems related to the teaching and learning of ideas associated with particles and physical/chemical changes. Based on findings during the in-depth phase, three units were developed, each unit containing: (1) information on children's and scientists' ideas related to phenomena considered in the unit; (2) a survey to help teachers clarify their own views and to establish views of students in their classrooms; and suggested teaching activities designed to modify children's views to help them make more sense of their world. The first unit ("Burning") focuses on the burning of a candle. The second unit ("Reactions") examines a range of phenomena, each of which involves a chemical reaction. The third unit ("Heating and Cooling") considers what happens when things are heated and introduces a simple particle model to explain what is happening. Each of the units was then field tested. Results of the testing for the "Burning" and "Heating and Cooling" units are presented and discussed, focusing on the extent to which children's views changed before and after the unit. (JN)
Descriptors: Chemical Reactions, Chemistry, Comprehension, Concept Formation, Concept Teaching, Curriculum Development, Elementary School Science, Elementary Secondary Education, Learning, Material Development, Matter, 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
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. Working Paper No. 35 should be used in conjunction with SE 043 298-300.