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ERIC Number: ED252397
Record Type: Non-Journal
Publication Date: 1983-May
Pages: 25
Abstractor: N/A
Reference Count: N/A
Toward a Teaching Model for Primary Science. Learning in Science Project (Primary). Working Paper No. 114.
Harlen, Wynne; Osborne, Roger
The Learning in Science Project (Primary)--LISP(P)--was designed to examine problems and difficulties in primary science and to explore ways of overcoming these problems. Early research led to a proposal that children's questions and explanations could form the basis of an alternative teaching approach. However, several issues were raised which led to the need to reconsider the proposed teaching approach. Following a brief discussion of these issues this paper: (1) considers how any teaching approach is developed from a particular view of learning; (2) analyzes what a teaching model should include to be internally consistent; (3) discusses features of a generative model designed to help children develop ways of exploring and viewing the world around them (reconsidering the set of learning experiences; identifying the roles of learners, teachers, and students in the learning process; and examining the criteria to be used in the approach); (4) examines several constraints related to the proposed instructional approach; (5) outlines a framework for teaching sequences (consisting of exploration, investigation, and reflection phases); (6) discusses the content of science in the primary school; and (7) offers suggestions to encourage teachers to adopt new ways of teaching. (JN)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Teachers; Researchers; Administrators; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Waikato Univ., Hamilton (New Zealand). Science Education Research Unit.
Identifiers - Location: New Zealand