Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion

Autor/in	Lemmer, Miriam
Titel	Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion
Quelle	In: Africa Education Review, 15 (2018) 1, S.20-37 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lemmer, Miriam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224591
Schlagwörter	Science Education; Physics; Scientific Principles; Motion; Learning Processes; Sequential Learning; Learning Activities; Inquiry; Science Process Skills; Cooperative Learning; Student Attitudes; Reflection; Preferences; Instructional Effectiveness; Comprehension; Misconceptions; Experiential Learning; College Faculty; Foreign Countries; Questionnaires; Pretests Posttests; Science Teachers; Science Instruction; Qualitative Research; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Physik; Bewegungsablauf; Learning process; Lernprozess; Didaktische Sequenzierung; Lernsequenz; Lernaktivität; Kooperatives Lernen; Schülerverhalten; Unterrichtserfolg; Verstehen; Verständnis; Missverständnis; Experiental learning; Erfahrungsorientiertes Lernen; Fakultät; Ausland; Fragebogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. A cognitive refinement instructional approach (CRIA) was used to organise and sequence learning activities, while students were engaged through inquiry and group work. Students' real-life experiences were used as starting point of the learning sequence. The efficiency of the sequence was determined with the aid of the Force Concept Inventory (FCI) and complemented with the students' reflections on the sequence, showing their epistemological preferences. The results indicated that a CRIA aided in constructing more coherent scientific knowledge and enhanced understanding, while reducing misconceptions on the topic. In their reflections, the students acknowledged that experiential and experimental evidence, as well as guided formation of a scientific explanatory framework, are foundational for a deeper understanding of the challenging topic. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01