Research in Science Education. Volume 14. Selections of Papers from the Annual Conference of the Australian Science Education Research Association (15th, Victoria, Australia, May 1984).

Sonst. Personen	Tisher, Richard P. (Hrsg.)
Institution	Australian Science Education Research Association.
Titel	Research in Science Education. Volume 14. Selections of Papers from the Annual Conference of the Australian Science Education Research Association (15th, Victoria, Australia, May 1984).
Quelle	14 (1984), (243 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Concept Formation; Curriculum Development; Elementary Secondary Education; Health; Higher Education; Learning Strategies; Mathematics Education; Science Education; Science Instruction; Student Attitudes; Teacher Education; Textbooks; Australia + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gesundheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematische Bildung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Textbook; Text book; Schulbuch; Lehrbuch; Australien
Abstract	This publication contains studies which focus on students' science concepts and the alternative frameworks they use to interpret natural phenomena. Among the specific areas investigated are: conceptions held by Year 11 chemistry students about stoichiometry; how some 9-year-old students interpret the word "solid" to mean hard, unbreakable, inflexible, and not-hollow; children's ideas about floating (noting that many believe the top of an iceberg is the only part floating and if it were cut off, the bottom would sink); pre-instructional alternative frameworks that Year 10 students possess in the area of mechanics; post-instructional frameworks of Year 12 physics students following instruction on circular motion; and chemists' concepts of acids and bases (suggesting that students' difficulties in this area may be more usefully perceived in terms of confusion about the models used in teaching the concepts rather than as a conflict between preconceptions and the scientific view). Other studies involve such areas as curriculum development in science by master's and doctoral students, an examination of authors' claims in prefaces to science textbooks, effects of an activity-based curriculum on student outcomes in chemistry in Thailand, and attitude toward health and knowledge of health issues in nurses, high school students, and primary school students. (JN)
Anmerkungen	Business Manager, Faculty of Education, Monash University, Clayton, Victoria, 3168, Australia.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC