NotesFAQContact Us
Search Tips
ERIC Number: ED236011
Record Type: Non-Journal
Publication Date: 1981-Feb
Pages: 28
Abstractor: N/A
Reference Count: N/A
The Framework: Toward Action Research. Learning in Science Project. Working Paper No. 28.
Osborne, Roger; And Others
Two previous papers of the Learning in Science Project recorded the thinking of the project team at the outset of the exploratory and in-depth phases of the project. This paper briefly reconsiders the work done in the in-depth phase and then discusses some central issues and tentative ideas as the project moves into the third and final "action-research" phase. Results of the in-depth phase demonstrated that children, even prior to entering intermediate school, often have clear-cut views of the world and meanings for many words used in science, and that these views/meanings are considerably different from the consensus view of scientists. In addition, the prevalence and resistance to change of children's non-scientific views are not fully appreciated by teachers or curriculum developers. Drawing on these and other in-depth findings, the following areas are discussed: problems related to science content/process; implications of same for instruction; modifying children's viewpoints; and science for everyone (considering two alternate approaches--science to technology and technology to science). Action research will involve four working groups focusing on issues raised in these discussions and in previous working papers, addressing issues related to biology, chemistry, physics, and science experiments/processes. (Five rules useful in planning instructional sequences are included.) (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 - Location: New Zealand