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Oughton, Helen – Studies in the Education of Adults, 2010
The concept of "funds of knowledge" is critically reviewed, tracing a history of the term's changing use since its original conception by Velez-Ibanez and Greenberg in the late 1980s, and discussing its relevance in adult literacy and numeracy classrooms. An attempt is made to locate the concept within wider theoretical frameworks, and in…
Descriptors: Adult Literacy, Adult Education, Numeracy, Family Characteristics
Tasker, Ross; Osborne, Roger – 1980
The Learning in Science Project identified the learner as the key perspective for in-depth study into problems and difficulties in the teaching and learning of science at the 10- to 14-year-old level. Two complementary research foci were established to explore this viewpoint: (1) interviewing children using strategies designed to establish various…
Descriptors: Case Studies, Classroom Observation Techniques, Cognitive Processes, Comprehension
Biddulph, Fred – 1982
The first (exploratory) phase of the Learning in Science Project (Primary)--LISP(P)--focused on science teaching/learning in New Zealand primary schools. Project goals included the identification of major problems of classroom teaching and learning and the study of factors which promote or limit individual children's learning of science. This…
Descriptors: Concept Formation, Curriculum Development, Elementary Education, Elementary School Science
Osborne, Roger; And Others – 1982
The Learning in Science Project (Primary)--LISP(P)--was designed to investigate the teaching and learning of science in the primary school. This paper summarizes the work undertaken and the findings obtained during the first 9 months of the project. During the first 6 months, an exploratory phase, similar to the original Learning in Science…
Descriptors: Concept Formation, Curriculum Development, Educational Objectives, Elementary Education
Tasker, Ross – 1982
This workshop is based upon work and findings of the Learning in Science Project, a research project which investigated problems and difficulties in the teaching and learning of science. The workshop program, including activities which have been shown to impact on teacher thinking, is designed to focus attention on learning problems in classrooms,…
Descriptors: Comprehension, Concept Formation, Curriculum Development, Elementary School Science
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Eva, Kevin W.; Regehr, Glenn – Journal of Continuing Education in the Health Professions, 2008
It is generally well accepted in health professional education that self-assessment is a key step in the continuing professional development cycle. While there has been increasing discussion in the community pertaining to whether or not professionals can indeed self-assess accurately, much of this discussion has been clouded by the fact that the…
Descriptors: Professional Continuing Education, Self Evaluation (Individuals), Concept Formation, Misconceptions
Osborne, Roger – 1982
This paper proposes some possible areas of research and tentative theoretical guidelines for the Learning in Science Project (Primary)-- LISP(P). This new project, designed to investigate the teaching and learning of science in the primary school, arises from the work of the original Learning in Science Project (LISP). LISP(P) has two…
Descriptors: Concept Formation, Concept Teaching, Curriculum Development, Elementary Education
Biddulph, Fred – 1982
The first (exploratory) phase of the Learning in Science Project (Primary)--LISP(P)--focused on science teaching/learning in New Zealand primary schools. Previous information about science teaching/learning was obtained from interviews with children, teachers, principals, science advisers, teachers' college lecturers, and inspectors. To gain…
Descriptors: Comprehension, Concept Formation, Concept Teaching, Curriculum Development
Osborne, Roger; And Others – 1981
In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Chemistry Action-Research Group considered problems related to the teaching and learning of ideas associated with particles and physical/chemical changes. Based on findings during the…
Descriptors: Chemical Reactions, Chemistry, Comprehension, Concept Formation
Osborne, Roger; Schollum, Brendan – 1981
In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might…
Descriptors: Cognitive Processes, College Science, Comprehension, Concept Formation
Symington, David; And Others – 1982
The stand taken in the Learning in Science Project (Primary)--LISP(P)--is that primary school science should be centrally concerned with children's present interaction with their world rather than their future science education. Further, it has been decided that one of the LISP(P) foci should be on questions that children ask and how these…
Descriptors: Concept Formation, Curriculum Development, Elementary Education, Elementary School Science
Biddulph, Fred; McMinn, Bill – 1983
An alternative approach for teaching primary school science has been proposed by the Learning in Science Project (Primary--LISP(P). This study investigated the use of the approach during three series of lessons on the topic "metals." Each series followed the same general pattern: (1) an introductory session to stimulate children to ask…
Descriptors: Comprehension, Concept Formation, Curriculum Development, Elementary Education
Biddulph, Fred; Roger, Juliet – 1983
An alternative teaching model has been proposed by the Learning in Science Project (Primary)--LISP(P). The model uses a six-step approach (outlined in an appendix) which fosters an environment in which children can ask questions about a situation, offer explanations, carry out investigations, and report their findings. This paper reports on the…
Descriptors: Comprehension, Concept Formation, Curriculum Development, Elementary Education
Tasker, Ross, Ed.; Lambert, John, Ed. – 1981
The Learning in Science Project established that children from a young age construct out of their everyday experiences views which they use to establish their world and that these views are remarkably resistant to replacement by scientifically more useful views. Although science lessons tend to be based upon activities which are designed by…
Descriptors: Comprehension, Concept Formation, Concept Teaching, Curriculum Development
Biddulph, Fred – 1984
The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests children have about flowering plants (in particular whether these plants have a life cycle). Data were obtained from: individual interviews with children, ages 7- to 14-year-old (10 students for each age level), using the "interview-about-instances"…
Descriptors: Botany, Comprehension, Concept Formation, Curriculum Development
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