Living. Learning in Science Project. Working Paper No. 15.

Autor/in	Stead, Beverley
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Living. Learning in Science Project. Working Paper No. 15.
Quelle	(1980), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Biology; Classification; Cognitive Processes; Comprehension; Concept Formation; Curriculum Development; Elementary School Science; Elementary Secondary Education; Interviews; Learning; Science Education; Science Instruction; Scientific Concepts; Secondary School Science; New Zealand + Suchen Sie Ihr Suchwort? Biologie; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Lernen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Neuseeland
Abstract	One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on the concepts of "living" held by 32 students in four different class levels (Standard 4, Form 1, Form 3, and Form 5). Data were obtained by the "interview-about-instances" procedure in which students were shown diagrams on cards which represented different instances (such exemplars as butterfly, tree) and non-instances (such non-exemplars as book, bicycle) related to the concept "living." Selections from interview transcripts are presented, discussed, and analyzed under the following headings: (1) use of scientifically-acceptable attributes; (2) animism--categorizing non-living things as living; (3) use of idiosyncratic criterial attributes; (4) use of non-critical attributes; (5) attributes used to categorize plant instances; (6) distinction between "book" and "story"; and (7) use of a nmemonic to recall a set of attributes of living things. One finding reported is that only five students had a concept of living similar to that of a biologist. Additional findings and (in an appendix) interview transcripts not included in the analysis sections are provided. (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC