| Autor: |
Fleer, Marilyn |
| Předmět: |
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| Zdroj: |
Science Education; Jul1992, Vol. 76 Issue 4, p373-397, 25p, 1 Diagram |
| Abstrakt: |
This article presents a study which focused on young children's scientific understandings and the conceptual change that occurs during the teaching of science. Three classrooms were involved in the study, a Kindergarten, a Transition/Year 1 classroom and a Year 2/3 classroom. All teachers involved in the study indicated that they were using an interactive approach to teaching science. Children were encouraged to record their ideas about the phenomena under investigation and record the questions they wished to investigate. The study showed that although each teacher subscribed to an interactive approach to teaching science it was the Transition/Year One teacher who was most successful in developing the children's understanding of the scientific phenomena under investigation. |
| Databáze: |
Complementary Index |
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