Teaching about Animal, Plant, Living. Part 1. Learning in Science Project. Working Paper No. 31.

Sonst. Personen	Bell, Beverley (Hrsg.)
Institution	Waikato Univ., Hamilton (New Zealand).
Titel	Teaching about Animal, Plant, Living. Part 1. Learning in Science Project. Working Paper No. 31.
Quelle	(1981), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Animals; Biology; Comprehension; Concept Formation; Concept Teaching; Curriculum Development; Elementary School Science; Elementary Secondary Education; Learning; Science Activities; Science Education; Science Instruction; Scientific Concepts; Secondary School Science; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Animal; Tier; Tiere; Biologie; Verstehen; Verständnis; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	Presented is a guide for teaching activities produced as a result of a Learning in Science Project investigation which showed that children often have quite different meanings for the words "animal,""plant," and "living" than do scientists. Included are: (1) focus of instruction at different educational levels; (2) a suggested teaching program; (3) survey instruments; (4) an outline to categorizing activities; and (5) guidelines for teaching about reasons (emphasizing the scientific reasons used in the process of categorization). Major instructional foci include: increasing children's awareness of living things, animals, and plants by providing opportunities to observe these different phenomena (Level 1); developing classification skills, and classifying living things, plants, and animals as scientists do (Levels 2-3); contrasting scientists' meanings for these words with the metaphoric and everyday use of the words (Level 4); and considering reasons scientists use for classifying things into living, non-living, animal, and plant (Level 5). The survey instruments are provided for teachers to find out what students mean by the words "animal,""plant," and "living thing" before and after a teaching/learning episode. (JN)
Anmerkungen	University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC