John K. Gilbert

Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education

(1983). Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education. Studies in Science Education: Vol. 10, No. 1, pp. 61-98.

A conceptual framework for science education: The case study of force and movement

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘childrens science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.

The Use of Models in Science and Science Teaching

The word ‘model’ is used in many different ways in everyday life. Thus ‘a model’ is a person of striking appearance, while a ‘model home’ is represented as an ideal to be sought after, and a ‘model car’ is a toy given to children. Equally varied are the meanings in academic life. This paper discusses the types and uses of models found in science and science teaching. It explores the contention that the misuse of models in science teaching can lead to misunderstandings by students of both models and their embodied concepts. Such misunderstandings are particularly important at the school/higher education interface as they can contribute to later academic failure (Gilbert 1977).

The Role of the Telephone in Educational Research.

Summary Within a framework which includes a review of the comparative strengths of questionnaire and interview based research and of the use of the telephone within both traditions, an account is given of an apparently innovative technique used to, evaluate the trials of an educational database. As work had to be conducted quickly to a low budget and in respect of dispersed respondents, a postal questionnaire followed by telephone interview technique was devised and implemented. The paper concentrates on a critical review of the processes involved, and points to areas of future research development.

‘A’ Level Physics by the Use of an Independent Learning Approach: the role of the lab-work

(1980). ’A’ Level Physics by the Use of an Independent Learning Approach: the role of the lab‐work. British Educational Research Journal: Vol. 6, No. 1, pp. 63-83.

Prompting in one‐to‐one problem‐solving situations

In the course of a diagnostic and remedial programme concerning mathematics undertaken with first‐year Australian university undergraduates it was found possible to classify the prompts which the teacher spontaneously offered. These were found to fall under three broad headings, i.e. having a motivational orientation, a process orientation and a product orientation. The substructure of these prompts is presented together with examples of their use. It is intended that this is the first step towards the development of in‐service training for mathematics teachers in the art of prompting.

‘A’ Level Physics by use of an Independent Learning Approach: some case studies of classroom interaction

In this paper we describe the nature of some of the student-teacher interactions occurring in classrooms using APPIL (Advanced Physics Project for Independent Learning) materials. Part of the APPIL evaluation, in which we have been involved, has been a detailed study of the use of the materials in schools in which there were specific arrangements for the teaching of sixth form physics. Classes from four schools, having different organisational characteristics, were selected for the case studies. One of the aims of the case studies, and the one addressed in this paper, was to look at the way students and teachers interact when using this approach of teaching and learning. The general observations made do not represent conclusions in any way. They may be useful as a tentative guide to any teacher who wishes to use a similar approach to teaching and learning under similar circumstances.