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ERIC Number: EJ1063903
Record Type: Journal
Publication Date: 2013-Nov
Pages: 2
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0013-1377
Using Children's Ideas in Teaching: Reviewing Messages from Research
McGregor, Deb
Education in Science, n254 p24-25 Nov 2013
More is known now than ever about the range and nature of alternate conceptions that children hold, but educators are not yet sure of the best way to support effective development of children's scientific understanding. The coherence of science as perceived by the student matters in learning. That is, what the child brings to a learning task can have a significant influence on what that child can do and learn from science lessons. Well-prepared science teachers endeavour to be conversant with common "alternate ideas" (frequently labelled misconceptions), which they are likely to encounter from their students. The studies described in this article provide further illustrations of the ways in which children arrive in science classrooms with their own ideas and interpretations of the phenomena they are to study, even though they have received no systematic teaching in these areas. The Children's Learning in Science (CLIS) project, Cognitive Acceleration in Science Education (CASE), and Assessment for Learning (AfL) approaches offer pragmatic advice, and can be applied to activities designed to explore and develop children's ideas. The ways in which teachers alter individual children's long-term scientific understanding warrants more focused and in-depth scrutiny in future research. Teachers are encouraged to reflect upon how their actions open up, close down, encourage or constrain the ways that learners think scientifically.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A