Force, Friction, Gravity: Notes for Teachers. Learning in Science Project. Working Paper No. 33.

Autor/inn/en	Osborne, Roger; und weitere
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Force, Friction, Gravity: Notes for Teachers. Learning in Science Project. Working Paper No. 33.
Quelle	(1981), (43 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Comprehension; Concept Formation; Concept Teaching; Curriculum Development; Elementary School Science; Elementary Secondary Education; Force; Gravity (Physics); Interviews; Learning; Science Activities; Science Education; Science Instruction; Secondary School Science; New Zealand + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Stärke; Gravitation; Interviewing; Interviewtechnik; Lernen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Neuseeland
Abstract	This booklet provides teachers with background information on typical children's and scientists' views of force, friction, and gravity. Part 1 presents and discusses a survey instrument designed for teachers to use to clarify their views on the topics. Part 2 contrasts (in chart format) children's and scientists' ideas on the concepts. Parts 3 to 5 present and discuss the scientific view of and children's views of force, friction, and gravity, respectively. Included are students' comments and highlights of surveys conducted during the in-depth phase of the project investigating problems/difficulties in teaching and learning about the three concepts. Implications for teaching are also considered, suggesting that if teachers wish to modify children's views to make them more scientific, there is a need to focus children's attention very clearly on the differences between their views and the scientific viewpoint. Instructional materials have been developed using this approach. (Cards used during in-depth phase interviews to investigate children's views of force are included in an appendix.) (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC