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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ501940
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0951-8398
"That's Not True--It Doesn't Make Sense": An Approach to Understanding Students' Views of Scientific Ideas.
Shapiro, Bonnie
International Journal of Qualitative Studies in Education, v7 n1 p19-32 Jan-Mar 1994
Presents findings from a case study of one fifth grade student's efforts to construct meaning in her science class during a unit on light. Contends that students' efforts to construct meaning may suggest instructional approaches that guide learners to consider and grasp scientific explanations while still valuing their own insights and abilities to think about phenomena. (AA)
Descriptors: Case Studies, Classroom Techniques, Cognitive Style, Concept Formation, Constructivism (Learning), Elementary Education, Elementary School Science, Elementary School Students, Grade 5, Learning Processes, Learning Strategies, Light, Problem Solving, Science Curriculum, Science Education, Science Instruction, Scientific Concepts, Student Attitudes, Thinking Skills
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Conceptual Change; Knowledge Acquisition
Note: Journal availability: Taylor & Francis, Inc., 242 Cherry St., Philadelphia, PA 19106-1906. Taylor & Francis Ltd., Rankine Rd., Basingstoke, Hampshire RG24 8PR, England.