The Planning and Teaching Intermediate Science Study: Final Report. Research Series No. 147.

Autor/inn/en	Smith, Edward L.; Anderson, Charles W.
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	The Planning and Teaching Intermediate Science Study: Final Report. Research Series No. 147.
Quelle	(1984), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biological Sciences; Concept Formation; Concept Teaching; Curriculum Development; Elementary Education; Elementary School Science; Physical Sciences; Science Education; Science Instruction; Student Behavior; Teacher Behavior + Suchen Sie Ihr Suchwort? Abwasserbiologie; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten
Abstract	Recent research shows that students' understanding of many scientific topics is influenced by misconceptions that conflict with accepted scientific theories and persist even after instruction. In this study, student misconceptions were identified and used as a basis for analyzing the classroom behavior of teachers and students and for developing modifications that increased the effectiveness of commercial science programs. Results, obtained from case studies of teachers using either the light unit from Laidlaw Brothers "Exploring Science" textbook or the Producers part of the Science Curriculum Improvement Study (SCIS-II) "Communities" unit, indicated that: most students had misconceptions; the teachers exhibited a variety of teaching styles that did not take student misconceptions into account; and fewer than one quarter of the students learned the scientific conceptions they studied. When teachers used modified materials (which informed them about likely student misconceptions and suggested strategies for helping students to change), important changes in the teachers' behavior were noted and at least three times as many students understood the scientific conceptions of light than in the previous year. Learning for the Producers part did not improve, but other problems with the part were identified. When these problems were addressed in a subsequent study, learning improved substantially. (Author/JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC