Malcolm Carr

Teaching and learning about photosynthesis. Part 1: An assessment in terms of students’ prior knowledge

Abstract Three strategies for teaching and learning about photosynthesis are described and criticized on the grounds that none of them promotes understanding of photosynthesis as a carbohydrate‐producing process in a way which can be related to students’ prior knowledge. The ‘guided discovery’ strategy, which currently predominates in classrooms, involves experimental procedures which frequently distract students from the crucial aspect, i.e., starch production, but leaves their prior understandings largely undisturbed. An ‘element analysis’ strategy and a ‘meaning of plant food’ strategy are also assessed.

Teaching and learning about photosynthesis. Part 2: A generative learning strategy

A new strategy exploring the material aspects of photosynthesis (carbohydrate production) based on the generative learning model of Osborne and Wittrock (1985) has been developed. A teaching package entitled ‘Where Does The Wood Come From?’ has been trialled by an experienced and sympathetic teacher with a middle ability class of 26 fourth formers (14‐year‐olds). Seventy‐one per cent of the students acquired a view of photosynthesis as a carbohydrate‐producing process. This contrasts with the usual guided discovery strategy, where a food‐making view is the major outcome. Some novel techniques for implementing constructivist theory in the classroom (investigations, surveys, a self‐teach booklet, checkpoints) are described. Modifications to the generative learning model itself, especially its apparently sequential nature, are suggested.

Teaching and learning about energy in New Zealand secondary school junior science classrooms

The Learning in Science Project (Energy), abbreviated to LISP (Energy), is a three-year project funded by the New Zealand Department of Education to investigate teaching and learning about the energy concept in New Zealand primary and secondary schools. LISP (Energy) follows LISP and LISP (primary) in which the prior understandings which students bring to science lessons, and strategies to involve these ideas in teaching and learning, were explored. Substantial reports of these previous projects are Osborne and Freyberg (1985) and Biddulph and Osborne (1984).

Photosynthesis--Can Our Pupils See the Wood for the Trees?.

The usual classroom guided discovery approach to teaching and learning about photosynthesis frequently fails in its major objective, that is assisting pupils to understand photosynthesis as a carbohydrate-producing process. Many pupils are distracted by other unclarified teacher objectives (e.g. photosynthesis as foodmaking) and by problems with experimental procedures. A novel constructivistic approach, the generative learning strategy, is described. This approach encourages pupils to surface and discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, leaves etc., and assists them to link appropriate ideas together to form an introductory explanation for the origin of plant materials. Classroom trials with a package entitled Where does the wood come from? are encouraging.

A valuable teaching approach: some insights from LISP (energy)

An alternative approach to teaching energy is outlined and, in particular, in collaboration with their teacher John Stonyer, its surprising success in a class of low ability pupils is examined.

The treatment of science discipline knowledge in primary teacher education

Whilst there is general agreement that primary teachers have a rather limited understanding of science, as Symington and Mackay (Note 1) have shown there is no universally accepted view amongst teacher educators in Victoria about the steps that need to be taken to improve their subject matter competence in science. This paper addresses the issue by taking a topic which is widely included in primary science programs, namely floating and sinking, and asking what knowledge primary teachers should have to enable them to handle the topic in a primary classroom in a way consistent with constructivist ideas. The paper will also address the issue of how that knowledge could be assessed.

Developments in primary science: A New Zealand perspective

Abstract The results of a New Zealand research project which sought to overcome major difficulties in primary science education are summarised. These include the development of a teaching approach which gives childrens questions priority in investigations, the formulation of a set of evaluative procedures that are congruent with the underlying constructivist perspective, and the development of procedures aimed at changing teachers’ beliefs and practices. Issues relating to the purpose of primary science education, childrens learning, and teacher education are discussed.

LISP (Energy) — The framework

ConclusionsAlthough the formulated guiding principles may be too detailed, and are not readily accessible to teachers, the main features have proven to be of vital importance in our discussions with teachers. These are:(i)that establishing boundaries to systems undergoing change is a vital consideration.(ii)that real, and not infinitessimal, changes should be explored and carefully described. In this way the consideration is of observable phenomena rather than invisible constructs.

The pupil as philosopher

Discussion of the need for an understanding of the philosophy of science to inform classroom practice is mostly directed at clarifying the nature of science, the history of science, the nature of scientific evidence, and the nature of scientific method for curriculum developers and teachers. The discussion assumes no input from pupils. The constructivist perspective, however, assumes that pupils do not come to lessons with blank minds. What insights and questions do students bring to lessons about issues relevant to the philosophy and history of science? Can these be used to develop understanding? Classroom discussions about the energy concept imply that students have valuable ideas and questions related to the exploration of philosophical issues. Rather than developing curricula to tell students about the philosophy and history of science, this paper argues for exploration of student’s ideas and questions when abstract concepts are being discussed in the classroom.

Learning theories and environments: A student-initiated intelligent computer-assisted environment

Intelligent computer-assisted instructional systems have been constructed and applied within a wide range of fields. Very few of these systems make explicit a central or set of core learning theories or learning environments upon which a system is based. However, many of these systems have implicitly employed learning theories and environments. This paper looks at a variety of intelligent computer-assisted systems with a view towards uncovering the latent learning theories they employ. The interplay of the various learning theories needed to realise a student-initiated learning environment are discussed. The central features required for such an environment to function and the limitations of realising such a learning environment due to the state of the art of present day systems are also discussed.