A Novel Method for Teaching the Difference and Relationship between Theories and Laws to High School Students

Autor/inn/en	Gray, Kathryn L.; Fouad, Khadija E.
Titel	A Novel Method for Teaching the Difference and Relationship between Theories and Laws to High School Students
Quelle	In: Science & Education, 28 (2019) 3-5, S.471-501 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fouad, Khadija E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-019-00040-6
Schlagwörter	Teaching Methods; Scientific Principles; Science Instruction; Visual Aids; Reflective Teaching; Grade 9; High School Students; Groups; Pretests Posttests; Science Tests; Student Attitudes; Outcomes of Education; Lesson Plans; Correlation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anschauungsmaterial; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Lernleistung; Schulerfolg; Lesson planning; Unterrichtsplanung; Korrelation
Abstract	This study examines the use of an explicit, reflective method for teaching the difference and relationship between scientific theories and laws to ninth-grade students. Students reflected individually and then as a whole class on theories and laws using a Venn diagram, both before and after reading short articles describing features of theories and laws that provided an explicit challenge to their naïve prior conceptions. In small groups, they chose a theory or law, researched it, constructed a poster, and did a gallery walk. Examination of students' Venn diagrams and answers to a single question from VNOS-C given as both a pre- and post-test showed that prior to the lesson, all students except for one held more naïve views of both the difference between theories and laws and the nature of scientific theories. After the lesson, more than a third of them had improved their conceptions to more informed, and nearly a quarter understood that there is not a hierarchical relationship between scientific theories and laws. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01