CHILDREN'S IDEAS IN SCIENCE
1st Edition
0335150403
·
9780335150403
© 1985 | Published: June 16, 1985
Children arrive in their science classrooms with their own ideas and interpretations of the phenomena they are to study even when they have received no systematic instruction in these subjects whatsoever. These ideas and interpretations are a natural…
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Children's ideas and the learning of science; light; electricity in simple circuits; heat and temperature; force and motion; the gaseous state; beyond appearances - the conservation of matter under physical and chemical transformations; the Earth as a cosmic body; some main features in children's ideas and implications for teaching.
Children arrive in their science classrooms with their own ideas and interpretations of the phenomena they are to study even when they have received no systematic instruction in these subjects whatsoever. These ideas and interpretations are a natural result of everyday experience - of practical physical activities, of talking with other people, and of the media.
This book documents and explores the ideas of school students (aged 10-16) about a range of natural phenomena such as light, heat, force and motion, the structure of matter and electricity. It also examines how students' conceptions change and develop with teaching.
The editors have brought together science educators who come from different parts of the work but whose work is focused on the same determination to bring insight into the conceptual world of children in science classrooms - insight which will be helpful in making science teaching and learning more rewarding for teachers and children alike.
This book documents and explores the ideas of school students (aged 10-16) about a range of natural phenomena such as light, heat, force and motion, the structure of matter and electricity. It also examines how students' conceptions change and develop with teaching.
The editors have brought together science educators who come from different parts of the work but whose work is focused on the same determination to bring insight into the conceptual world of children in science classrooms - insight which will be helpful in making science teaching and learning more rewarding for teachers and children alike.