Toward a Teaching Model for Primary Science. Learning in Science Project (Primary). Working Paper No. 114.

Autor/inn/en	Harlen, Wynne; Osborne, Roger
Institution	Waikato Univ., Hamilton (New Zealand). Science Education Research Unit.
Titel	Toward a Teaching Model for Primary Science. Learning in Science Project (Primary). Working Paper No. 114.
Quelle	(1983), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comprehension; Concept Formation; Curriculum Development; Elementary Education; Elementary School Science; Evaluation Criteria; Foreign Countries; Learning Processes; Learning Strategies; Models; Science Curriculum; Science Education; Science Instruction; Science Projects; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Ausland; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Project; Wissenschaft; Projekt; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	The Learning in Science Project (Primary)--LISP(P)--was designed to examine problems and difficulties in primary science and to explore ways of overcoming these problems. Early research led to a proposal that children's questions and explanations could form the basis of an alternative teaching approach. However, several issues were raised which led to the need to reconsider the proposed teaching approach. Following a brief discussion of these issues this paper: (1) considers how any teaching approach is developed from a particular view of learning; (2) analyzes what a teaching model should include to be internally consistent; (3) discusses features of a generative model designed to help children develop ways of exploring and viewing the world around them (reconsidering the set of learning experiences; identifying the roles of learners, teachers, and students in the learning process; and examining the criteria to be used in the approach); (4) examines several constraints related to the proposed instructional approach; (5) outlines a framework for teaching sequences (consisting of exploration, investigation, and reflection phases); (6) discusses the content of science in the primary school; and (7) offers suggestions to encourage teachers to adopt new ways of teaching. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC