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ERIC Number: ED342620
Record Type: Non-Journal
Publication Date: 1991
Pages: 53
Abstractor: N/A
Reference Count: N/A
Recognition and Realization Rules in Learning School Science--A Sociological Approach To Problem Solving.
Morais, Ana; And Others
The approach to finding a solution to underachievement in the area of problem solving has been of a fundamental psychological basis. Contrary to such a trend, this study takes into account the sociological processes of learning and transmission by both the family and the school. The research is based on Bernstein's theory in the sociology of education and uses as the main instruments of analysis his concepts of recognition and realization rules, his concepts of classification and framing, and his concept of pedagogic code. The data from this study were gathered using questionnaires and interviews. The intention was to see the extent to which students have recognition and realization rules at the micro context of problem solving within the broader context of learning in the science classroom. The sample consisted of 80 students from 4 classes of the 5-6 year of schooling in Lisbon (Portugal) taught by the same teacher in the subject Natural Sciences. The pupils were taught according to three pedagogic practices distinct in terms of power and control, from a practice characterized, in general, by weaker classifications and framings to a practice of stronger classifications and framings. An introduction is followed by descriptions of the sample, methodology, application of the instruments, process of evaluation, measure of recognition and realization, relation between the recognition and realization rules, characteristics of the students and school, a discussion, and conclusions. The results suggest some reasons for the difficulties many students encounter in problem solving situations and give possible directions to be taken into account in science pedagogic practice. (KR)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal