Some Issues Relating to Children's Questions and Explanations. Learning in Science Project (Primary). Working Paper No. 106.

Autor/inn/en	Biddulph, Fred; Osborne, Roger
Institution	Waikato Univ., Hamilton (New Zealand). Science Education Research Unit.
Titel	Some Issues Relating to Children's Questions and Explanations. Learning in Science Project (Primary). Working Paper No. 106.
Quelle	(1982), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comprehension; Concept Formation; Curriculum Development; Elementary Education; Elementary School Science; Foreign Countries; Inquiry; Learning Strategies; Questioning Techniques; Science Curriculum; Science Education; Science Instruction; Science Projects; New Zealand + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Befragungstechnik; Fragetechnik; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Project; Wissenschaft; Projekt; Neuseeland
Abstract	One area explored in the Learning in Science Project (Primary--LISP(P)--was children's questions about and explanations of phenomena. Data were obtained from work with classes of children, interviews with children, informal discussions with teachers, and observations of two teachers using an alternative teaching model (outlined in an appendix) which builds on questions children have and explanations that they suggest. Children's responses to this approach suggests that they: can identify a communication system which encourages them to ask questions; are able to decide which questions interest them most; will accept questions which are not their own; and appreciate lessons based on their questions. In addition, variations in the number of questions asked by children and in the number of children asking questions were found. Other findings are presented and analyzed in relation to: (1) features of children's questions (such as questions serving different functions for different children); (2) six aspects of children's explanations (including the finding that children's answers give insight into the way they interpret a question); and (3) teachers' reactions to science as inquiry (such as teachers being surprised at the sophistication of children's questions and answers). Implications of these findings for further research are outlined. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC