The Framework: Toward Action Research. Learning in Science Project. Working Paper No. 28.

Autor/inn/en	Osborne, Roger; und weitere
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	The Framework: Toward Action Research. Learning in Science Project. Working Paper No. 28.
Quelle	(1981), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comprehension; Concept Formation; Concept Teaching; Curriculum Development; Educational Needs; Elementary School Science; Elementary Secondary Education; Instructional Design; Learning; Process Education; Research Methodology; Research Needs; Science Education; Science Instruction; Secondary School Science; Technology; New Zealand + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernen; Research method; Forschungsmethode; Forschungsbedarf; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technologie; Neuseeland
Abstract	Two previous papers of the Learning in Science Project recorded the thinking of the project team at the outset of the exploratory and in-depth phases of the project. This paper briefly reconsiders the work done in the in-depth phase and then discusses some central issues and tentative ideas as the project moves into the third and final "action-research" phase. Results of the in-depth phase demonstrated that children, even prior to entering intermediate school, often have clear-cut views of the world and meanings for many words used in science, and that these views/meanings are considerably different from the consensus view of scientists. In addition, the prevalence and resistance to change of children's non-scientific views are not fully appreciated by teachers or curriculum developers. Drawing on these and other in-depth findings, the following areas are discussed: problems related to science content/process; implications of same for instruction; modifying children's viewpoints; and science for everyone (considering two alternate approaches--science to technology and technology to science). Action research will involve four working groups focusing on issues raised in these discussions and in previous working papers, addressing issues related to biology, chemistry, physics, and science experiments/processes. (Five rules useful in planning instructional sequences are included.) (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC