ERIC Number: ED276588
Record Type: RIE
Publication Date: 1985
Reference Count: N/A
Learning in Science. The Implications of Children's Science.
Osborne, Roger; Freyberg, Peter
Designed primarily for practicing teachers and for use in pre- and in-service courses in science education, this book focuses on how 10- to 15-year-old children learn science. Findings are analyzed and suggestions are offered for improving the teaching/learning process. Issues are discussed and organized into five major sections. These include: (1) problems (examining children's views of the world and how their ideas influence learning in science); (2) specific solutions (focusing on language problems and children's construction of knowledge and also analyzing activity based lessons); (3) wider considerations (reviewing assumptions about teaching and learning and the various roles of the science teacher); (4) towards a teaching model (analyzing various science teaching models and providing a case study of one model); and (5) implications for curriculum and teacher education (outlining research implications and offering suggestions for implementation). Appendices contain forms and information including determining what children think, constructing a survey of alternative views, checklists for the science teacher, surveys and interview schedules, and some samples. (ML)
Descriptors: Cognitive Processes, Elementary School Science, Elementary Secondary Education, Inservice Teacher Education, Instructional Improvement, Learning Processes, Learning Strategies, Misconceptions, Models, Preservice Teacher Education, Science Curriculum, Science Education, Science Instruction, Science Teachers, Secondary School Science, Teacher Education
Heinemann Educational Books, Inc., 70 Court Street, Portsmouth, NH 03801.
Publication Type: Guides - Classroom - Teacher; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A