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ERIC Number: ED236023
Record Type: RIE
Publication Date: 1980-Nov
Pages: 22
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Children's Views and Classroom Experiences. Learning in Science Project. Working Paper 43.
Tasker, Ross
Observational techniques were employed to gain insights into students' experiences from three perspectives (learner, teacher, and observer) as related to four aspects of a set task (nature of the task, including its purpose; how the task was carried out; perceived significance of outcomes achieved; and significance of outcomes in terms of science learning/teaching). Extracts and examples from 16 lessons (analyzed) in depth) are presented to exemplify aspects of science lessons identified as problems associated with these experiences, and to point to reasons why children do not significantly alter their perceptions about how and why things behave as they do. One group of factors which appeared to lessen the likelihood of students appreciating the significance of a task was an observed tendency on the part of some students to see the task in isolation. Because of this tendency, they failed to set the present experience against other related experiences. In addition, it was found that some students were unable to effect design requirements of a task and ended up carrying out alternative tasks. These and other factors (including those linked to students' cognitive structures) indicate how different students' experiences can be from those intended by teachers and curriculum developers. (JN)
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
Language: English
Sponsor: N/A
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 043 285-301, and SE 043 305-315. Paper presented to the New Zealand Association of Research in Education Conference (Massey, NZ, November 1980).