Sequencing Language and Activities in Teaching High School Chemistry. A Report to the National Science Foundation.

Autor/inn/en	Abraham, Michael R.; Renner, John W.
Titel	Sequencing Language and Activities in Teaching High School Chemistry. A Report to the National Science Foundation.
Quelle	(1983), (716 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Chemistry; Cognitive Development; Concept Formation; Discussion (Teaching Technique); High Schools; Instructional Design; Learning Processes; Lecture Method; Reading Materials; Science Education; Science Experiments; Science Instruction; Scientific Concepts; Secondary School Science; Teaching Methods + Suchen Sie Ihr Suchwort? Chemie; Kognitive Entwicklung; Concept learning; Begriffsbildung; High school; Oberschule; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A learning cycle consists of three phases: exploration; conceptual invention; and expansion of an idea. These phases parallel Piaget's functioning model of assimilation, disequilibrium and accomodation, and organization respectively. The learning cycle perceives students as actors rather than reactors to the environment. Inherent in that perception are three assumptions, that: (1) each of the three phases is necessary; (2) the sequence of phases must be exploration, conceptual invention, and expansion of the idea; and (3) the form of the exploration is student investigation with materials. Seven experiments were conducted to ascertain the impact of each assumption on students' achievement of conceptual understanding of and attitudes toward selected concepts. Concepts and principal variables (assumptions) tested were: physical and chemical change (sequence); conservation of weight and atoms (necessity); simple chemical reactions (form-lesson control); redox reactions (necessity); reaction rates (form-data presentation); heat laws (sequence); and Arrhenius acids and bases (form-lesson control). Among the conclusions drawn are those indicating that the sequence of an activity appears to be important, the laboratory as an instructional format for the learning cycle is effective and highly thought of by students, and that teachers utilizing reading with learning cycles shouldn't expect them to be effective. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC