ERIC Number: ED296878
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Teaching Problem Structure from Video and Everyday Life.
Martin, Laura M. W.
When children are curious they are willing to investigate the less self-evident properties of matter. It is hoped as deeper explanations and relationships are explored, children learn analytic, critical, and creative skills for later application to phenomena encountered in life. A concern of elementary science teaching is motivating learning or discovery of scientific concepts. The instructional issue is getting school children to apply systematic thinking. The theoretical issue deals with what becomes defined as a problem realm for students as they interact with authoritative sources. This study was conducted on three classroom lessons on detecting problems that centered around a videotape stimulus. The object was to gain insight into ways teachers could organize the conjunction of everyday experience and the scientific and how that integration may have served to define what a problem is and what a solution is for the children. The investigation showed different types of systematicity being introduced that appeared to convey different definitions of what constituted a science problem. Children need to go beyond surface explanations of events to develop adequate understandings of concepts for use in problem solving. Related diagrams are included. (RT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).