ERIC Number: ED235014
Record Type: Non-Journal
Publication Date: 1979-Aug
Reference Count: N/A
Focus on Topics. Learning in Science Project. Working Paper No. 4.
Tasker, Ross; 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 problems/difficulties with science topics (or aspects of science topics) of the Form 1-4 science syllabus. The intent of 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 topics in general, considering difficulties involving concepts, language/mathematics skills, time, and resources and/or conditions. Additional comments/observations related to difficulties in biology, physics (radiant energy, forces/force, motion/mass, electrical energy, astronomy), and chemistry (matter, mixtures), are presented in an appendix. Three questions are posed based on the comments/observations. Questions consider whether particular problem topics, aspects of topics which are a problem, or themes which occur over a number of topics should be identified and studied. (JN)
Descriptors: Academic Achievement, Biology, Chemistry, Course Content, Curriculum Development, Difficulty Level, Elementary School Science, Elementary Secondary Education, Interviews, Language Skills, Learning, Mathematics Skills, Physics, Science Curriculum, Science Education, Science Instruction, Scientific Concepts, Secondary School Science
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