Literaturnachweis - Detailanzeige
Autor/in | Lemmer, Miriam |
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Titel | Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion |
Quelle | In: Africa Education Review, 15 (2018) 1, S.20-37 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lemmer, Miriam) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1814-6627 |
DOI | 10.1080/18146627.2016.1224591 |
Schlagwörter | Science Education; Physics; Scientific Principles; Motion; Learning Processes; Sequential Learning; Learning Activities; Inquiry; Science Process Skills; Cooperative Learning; Student Attitudes; Reflection; Preferences; Instructional Effectiveness; Comprehension; Misconceptions; Experiential Learning; College Faculty; Foreign Countries; Questionnaires; Pretests Posttests; Science Teachers; Science Instruction; Qualitative Research; Statistical Analysis; South Africa Naturwissenschaftliche Bildung; Physik; Bewegungsablauf; Learning process; Lernprozess; Didaktische Sequenzierung; Lernsequenz; Lernaktivität; Kooperatives Lernen; Schülerverhalten; Unterrichtserfolg; Verstehen; Verständnis; Missverständnis; Experiental learning; Erfahrungsorientiertes Lernen; Fakultät; Ausland; Fragebogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. A cognitive refinement instructional approach (CRIA) was used to organise and sequence learning activities, while students were engaged through inquiry and group work. Students' real-life experiences were used as starting point of the learning sequence. The efficiency of the sequence was determined with the aid of the Force Concept Inventory (FCI) and complemented with the students' reflections on the sequence, showing their epistemological preferences. The results indicated that a CRIA aided in constructing more coherent scientific knowledge and enhanced understanding, while reducing misconceptions on the topic. In their reflections, the students acknowledged that experiential and experimental evidence, as well as guided formation of a scientific explanatory framework, are foundational for a deeper understanding of the challenging topic. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |