ERIC Number: ED235013
Record Type: Non-Journal
Publication Date: 1979-Jul
Reference Count: N/A
Focus on Knowledge. Learning in Science Project. Working Paper No. 3.
Osborne, Roger; And Others
The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to science knowledge/concepts. The intent in presenting these comments/observations is not primarily to provide a balanced view of good and bad aspects for Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations focus on: (1) why basic ideas/concepts are not being acquired; (2) concepts and language (considering words having both popular and technical meanings, and the teaching of force); and (3) scientific knowledge and children's experience (considering statements based on established theory and those based on children's experience, and the lack of correspondence due to limitations in children's experiences). Questions raised from discussions of the comments/observations are included. Also included (in an appendix) are extracts from individual interviews in which students were asked their meaning of the word "force." (JN)
Descriptors: Academic Achievement, Concept Formation, Concept Teaching, Curriculum Development, Elementary School Science, Elementary Secondary Education, Force, Interviews, Language, Learning, Physical Sciences, Science Curriculum, Science Education, Science Instruction, Scientific Concepts, Secondary School Science, Student Experience
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 - Location: New Zealand