Children's Informal Ideas in ScienceP. J. Black, A. M. Lucas Routledge, 11. mar. 2002 - 260 síður The ideas that children have about science concepts have for the past decade been the subject of a wealth of international research. But while the area has been strong in terms of data, it has suffered from a lack of theory. Children's Informal Ideas in Science addresses the question of whether children's ideas about science can be explained in a single theoretical framework. Twelve different approaches combine to tackle this central issue, each taking a deliberately critical standpoint. The contributors address such themes as values in research, the social construction of knowledge and the work of Piaget in a rich contribution to the debate without claiming finally to resolve it. The authors conclude with a discussion of how a theory can be built up, along with suggestions for ways ahead in the research. |
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Children's Informal Ideas in Science Paul Joseph Black,Arthur Maurice Lucas Engin sýnishorn í boði - 1993 |
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alternative conceptions amoeba analysis approach argument artificial intelligence behaviour beliefs child children’s ideas Claxton cognitive cognitive psychology concerned construction constructivist context conversation culture curriculum described descriptions developmental psychology discussion domain Driver dynamics Educational Psychology electricity energy epistemology European Journal everyday example explanations explore formal instruction formal science framework important individual interaction interpretation Interviewer Jean Piaget Journal of Science kind King’s College London knowledge knowledge representation learner learning life-world London meaning minitheory misconceptions Monique’s account nature notions object Osborne particular Pask Pask’s perception phenomena physics Piaget possible predictions present problem procedures process skills programme psychology pupils questions relevant representations responses school science Science Education scientific sense situation social Solomon sources specific stage strategies structure teacher teaching theoretical theory thinking thought understanding University of Leeds University of London vernacular Viennot