Session Information
03 SES 06 A, Changing the Science Curriculum
Paper Session
Contribution
The purpose of this study is to assess students’ learning results achieved in studying the physical phenomenon of friction by applying scientific inquiry. We aim to describe the levels of pupils’ understanding after instruction. We also want to study where the learning places itself on the continuum between meaningful and rote learning. Meaningful learning and conceptual change thus constitute the background issues. A deep approach to scientific inquiry learning should lead to understanding and knowledgeable skillfulness.
Method
Expected Outcomes
References
Chin, C. and Brown, D.E. 2000. Learning in Science: A Comparison of Deep and Surface Approaches. Journal of research in science teaching 37 (2), 109-138. Gott, R. and Duggan, S. 1995. Investigative Work in the Science Curriculum. Buckingham: Open University Press. Hodson, D. 1998. Teaching and Learning Science. Towards a Personalized Approach. Buckingham: Open University Press. Linn, M.C. and Songer, N.B. 1993. Cognitive and conceptual change in adolescence. In: Edwards, D., Scanlon, E. and West, D. (eds.) Teaching, Learning and Assessment in Science Education. London: Paul Chapman Publishing Ltd, 139-170. Mintzes, J.J., Wandersee, J.H. and Novak, J.D. 1998. Epilogue: Meaningful Learning, Knowledge Restructuring and Conceptual Change: On Ways of Teaching Science for Understanding. In: Mintzes, J.J., Wandersee, J.H. and Novak, J.D. (eds.) Teaching Science for Understanding. A Human Constructivist View, 327-350. Pugh, K.J. 2004. Newton’s Laws Beyond the Classroom Walls. Science Education 88 (2), 182-196. Vosniaudou, S. 1997. On the Development of the Understanding of Abstract Ideas. In: Härnqvist, K. and Burgen, A. (eds.) Growing up with Science. Developing Early Understanding of Science. London: Jessica Kingsley Publishers, 41-58.
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