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ERIC Number: ED314251
Record Type: Non-Journal
Publication Date: 1989-Sep
Pages: 306
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Science for Understanding: Implications of Spontaneous Conceptions and the History of Science.
MacDonald, Dougal
This study explored the usefulness of an approach to science instruction which specifically considered children's spontaneous conceptions about natural phenomena. The aim of the instruction was the development of conceptual understanding. The instructional approach involved diagnosing children's spontaneous conceptions, making them aware of their conceptions, having the children discuss their conceptions, having them test their conceptions, and bringing children to a more scientific understanding in light of their instructional experiences. Special attention was paid in the study to the history of science as a heuristic for predicting children's spontaneous conceptions and as a resource for helping children to develop a more scientific understanding and a better understanding of science. The study was conducted in a grade six Canadian elementary classroom. The science content was a unit on optics selected by the classroom teacher. Data were collected through pencil-and-paper evaluations, interviews, daily response journals, and taped recordings of student discussions. In the data analysis consideration was given both to the overall changes in understanding of the whole class and to the specific changes in understanding of three individual students. Materials for the test and instruction are appended. (Author/YP)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada