Children's Ideas about "Metals." Learning in Science Project (Primary). Working Paper No. 112.

Autor/inn/en	Biddulph, Fred; Osborne, Roger
Institution	Waikato Univ., Hamilton (New Zealand). Science Education Research Unit.
Titel	Children's Ideas about "Metals." Learning in Science Project (Primary). Working Paper No. 112.
Quelle	(1983), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comprehension; Concept Formation; Curriculum Development; Elementary Education; Elementary School Science; Foreign Countries; Learning Strategies; Metals; 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; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Project; Wissenschaft; Projekt; Neuseeland
Abstract	The topic of metals is frequently taught in primary schools. However, when metals are suggested as one of a series of topics for study, students often initially show little enthusiasm for the topic. To determine the ideas that children have about metals the Learning in Science Project (Primary)--LISP(P)--interviewed thirty-eight 9- to 10-year-old children. Each child was presented with a range of metallic and non-metallic objects and asked to put them into metal or non-metal groups, and to give their reasons for each categorization. Results indicate a wide range of reasons why objects were considered to be made of metals. They are discussed under these headings: heaviness; shiny or silvery color; hardness or strength; magnetic quality; texture and temperature; and intuitive knowledge. Additional data were obtained by analyzing 211 questions about metals provided by students in nine classes. These questions focused on the identification, range/nature, properties, uses, origin/location, and manufacturing, of metals. Overall results clearly show that most students have a restricted concept of a metal, exemplified by a large heavy piece of steel; heavy, silvery in color, magnetic, and hard, typifies a metal object to most children. Implications of this conclusion for science instruction are briefly addressed. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC