A Teaching-Learning Sequence of Colour Informed by History and Philosophy of Science

Autor/inn/en	Maurício, Paulo; Valente, Bianor; Chagas, Isabel
Titel	A Teaching-Learning Sequence of Colour Informed by History and Philosophy of Science
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 7, S.1177-1194 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9736-8
Schlagwörter	Science History; Scientific Principles; Philosophy; Scientific Concepts; Color; Preservice Teacher Education; Teaching Methods; Sequential Learning; Constructivism (Learning); Misconceptions; Questionnaires; Pretests Posttests; Action Research; Knowledge Level; Student Evaluation; Preservice Teachers; Elementary School Teachers + Suchen Sie Ihr Suchwort? History of science; Wissenschaftsgeschichte; Philosophie; Colour; Farbbezeichnung; Farbe; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktische Sequenzierung; Lernsequenz; Missverständnis; Fragebogen; Projektforschung; Wissensbasis; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In this work, we present a teaching-learning sequence on colour intended to a pre-service elementary teacher programme informed by History and Philosophy of Science. Working in a socio-constructivist framework, we made an excursion on the history of colour. Our excursion through history of colour, as well as the reported misconception on colour helps us to inform the constructions of the teaching-learning sequence. We apply a questionnaire both before and after each of the two cycles of action-research in order to assess students' knowledge evolution on colour and to evaluate our teaching-learning sequence. Finally, we present a discussion on the persistence of deep-rooted alternative conceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01