Science education: Where do we start?
The Learning In Science Project (LISP) conducted in New Zealand in 1980s was based on two central questions (Osborne, 1982):
1. What views do children hold about how and why things behave as they do and what meanings do children have for words in science?
2. What learning experiences do children really have in science classrooms and how do these experiences influence the children’s views and meanings?
To attempt answers to these questions, Osborne suggested the needs to make decisions about:
1. what meaning and views we would investigate? and
2. how we would undertake such investigation?
Answer 1: For what?
1. Things that cause other things to happed
2. Things that sometimes change into other things
3. Things that live and die
Answer 2: How?
1. Structure interview: Interview-About-Instance.
2. Classroom observation (informal).
Reference:
Osborne, R. (1982). Science education: Where do we start? The Australian Science Teachers Journal, 28(1), 21-30.
The Learning In Science Project (LISP) conducted in New Zealand in 1980s was based on two central questions (Osborne, 1982):
1. What views do children hold about how and why things behave as they do and what meanings do children have for words in science?
2. What learning experiences do children really have in science classrooms and how do these experiences influence the children’s views and meanings?
To attempt answers to these questions, Osborne suggested the needs to make decisions about:
1. what meaning and views we would investigate? and
2. how we would undertake such investigation?
Answer 1: For what?
1. Things that cause other things to happed
2. Things that sometimes change into other things
3. Things that live and die
Answer 2: How?
1. Structure interview: Interview-About-Instance.
2. Classroom observation (informal).
Reference:
Osborne, R. (1982). Science education: Where do we start? The Australian Science Teachers Journal, 28(1), 21-30.
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