UID:
edocfu_9959236134502883
Umfang:
1 online resource (259 p.)
Ausgabe:
1st ed.
ISBN:
1-134-98745-5
,
1-134-98746-3
,
1-280-33164-X
,
0-203-33151-6
,
0-203-03962-9
Inhalt:
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 knowled
Anmerkung:
Description based upon print version of record.
,
Book Cover; Title; Contents; List of figures; List of tables; Notes on contributors; Introduction; Four frames for a field Joan Solomon; The relevance of Piaget to research into children's conceptions Joan Bliss; Minitheories: a preliminary model for learning science Guy Claxton; An alternative conception: representing representations Terry Russell; The social construction of children's scientific knowledge Joan Solomon; A view of 'understanding' Jon Ogborn; A common-sense theory of motion Joan Bliss and Jon Ogborn; Constructing knowledge from fragments of learning? Arthur Lucas
,
Vernacular science: something to rely on in your actions? Neil RyderSchematic representation in optics Jayashree Ramadas and Michael Shayer; The interplay of values and research in science education Guy Claxton; How can we specify concepts for primary science? Paul Black and Wynne Harlen; Ways ahead? Paul Black and Arthur Lucas; Name index; Subject index
,
English
Weitere Ausg.:
ISBN 1-138-99124-4
Weitere Ausg.:
ISBN 0-415-00539-6
Sprache:
Englisch
DOI:
10.4324/9780203039625
