ERIC Number: ED326428
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Teaching Strategies and Conceptual Change: Sinking and Floating at Elementary School Level.
Tomasini, N. Grimellini; And Others
This paper describes the design and results of a study carried out with elementary pupils ages 8-9 years on the topic of sinking and floating, with the aim of checking the validity of a general scheme for classroom activities based on a constructivist perspective. Children's "ways of looking" at buoyancy and the production of materials that could be used for elementary school teacher training were investigated. The idea of conceptual change as the basis of the scheme and the importance of conceptual change in teacher training are discussed. The three phases of the scheme, "messing about,""intervention," and "reflection," are discussed. The introduction is followed by a presentation of the aims, methods, and data sources of the study. A summary of the results obtained and a discussion of some general issues concerning the role of educational research towards school practice conclude the paper. Two flowcharts and a 27-item bibliography are attached. (KR)
Descriptors: Cognitive Development, Concept Formation, Elementary School Science, Experiential Learning, Foreign Countries, Instructional Materials, Interviews, Learning Processes, Learning Strategies, Misconceptions, Physics, Primary Education, Science Activities, Science Education, Scientific Concepts, Teacher Education, Teaching Methods
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Constructivism; Italy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).