Philip Scott

Constructing Scientific Knowledge in the Classroom

The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of science as knowledge construction involving both individual and social processes. First, we present an overview of the nature of scientific knowledge. We then describe two major traditions in explaining the process of learning science: personal and social constructivism. Finally, we illustrate how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings.

Children's ideas about ecology 2: ideas found in children aged 5‐16 about the cycling of matter

This paper reports some of the findings from a study of the ecological understandings of children aged 5‐16 years in schools in the north of England. Childrens ideas about selected ecological concepts were elicited through a series of written tasks and individual interviews set in a range of contexts, referred to here as probes. Responses of about 200 pupils, across the age range, were obtained on each probe. In this paper pupils’ ideas related to the cycling of matter between organisms, and between organisms and the abiotic environment in which they live, are presented and discussed. The design and methodology of the study were reported earlier (Leach et al. in press a) while a subsequent paper will discuss the childrens ideas relating to other aspects of the interdependency of organisms in ecosystems (Leach et al. in press b).

Children's ideas about ecology 3: ideas found in children aged 5‐16 about the interdependency of organisms

This paper reports some of the findings from a study of the ecological understandings of children aged 5‐16 years in schools in the north of England. Childrens ideas about selected ecological concepts were elicited through a series of written tasks and individual interviews set in a range of contexts, referred to here as probes. Responses of about 200 pupils, across the age range, were obtained on each probe. In this paper the ideas related to the interdependency of organisms in ecosystems are presented and discussed. The design and methodology of the study (Leach et al. 1995), and childrens ideas related to the cycling of matter between organisms, and between organisms and the abiotic environment (Leach et al. 1996), have already been reported.

Children's ideas about ecology 1: theoretical background, design and methodology

Abstract This paper provides an introduction to a study of the ecological understandings of children aged 5‐16 years in schools in the north of England. Childrens ideas about selected ecological concepts were elicited through a series of written tasks and individual interviews set in a range of contexts, referred to here as probes. Responses of about 200 pupils, across the age range, were obtained on each probe. In this paper, issues relating to theoretical background, design and methodology are outlined. Two further papers present the major findings of the study: the first reports childrens ideas about the cycling of matter between organisms and between organisms and the abiotic environment (Leach et al. in press a); the second reports childrens ideas about the interdependency of organisms in ecosystems (Leach et al. in press b).

A Case Study Analysing the Process of Analogy-Based Learning in a Teaching Unit about Simple Electric Circuits.

The purpose of this case study is to analyse the learning processes of a 16‐year‐old student as she learns about simple electric circuits in response to an analogy‐based teaching sequence. Analogical thinking processes are modelled by a sequence of four steps according to Gentners structure mapping theory (activate base domain, postulate local matches, connect them to a global match, draw candidate inferences). We consider whether Gentners theory can be used to account for the details of this specific teaching/learning context. The case study involved video‐taping teaching and learning activities in a 10th‐grade high school course in Germany. Teaching used water flow through pipes as an analogy for electrical circuits. Using Gentners theory, relational nets were created from the students statements at different stages of her learning. Overall, these nets reflect the four steps outlined earlier. We also consider to what extent the learning processes revealed by this case study are different from previous analyses of contexts in which no analogical knowledge is available.

Diagnostic Teaching in the Science Classroom: teaching/learning strategies to promote development in understanding about conservation of mass on dissolving

Abstract The Childrens Learning in Science Research Group is working collaboratively with practising science teachers to explore the effectiveness of teaching/learning strategies for promoting conceptual development in science. Studies have been carried out in a number of concept areas where students’ prior ideas have been identified, and teaching/learning strategies to address such ideas have been developed and trialled. One area which has been explored in some detail is that of conservation of mass on dissolving. Previous research has shown that many students do not believe that mass is conserved when a substance is dissolved. Instead they suggest that, on dissolving, a substance will either increase or decrease in mass or that it will have no mass at all. While such notions should be open to direct refutation by simple demonstration, many students appear to hold on to their prior ideas even after teaching. This paper describes an intervention study with 12‐13 year‐old students (year 8) which attempts ...

Mind in Communication: A Response to Erick Smith

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Designing and Evaluating Short Science Teaching Sequences: Improving Student Learning

This paper reports a study designed to provide evidence about the feasibility of designing short teaching sequences, based on insights from research and scholarship on teaching and learning science, which are measurably better at promoting conceptual understanding amongst students than the teaching approaches usually used by their schools. The research team worked in collaboration with a group of 9 teachers (3 biology, 3 chemistry, 3 physics) to design, implement, and evaluate 3 teaching sequences for use with students aged 11–15. The physics and biology teaching sequences were also implemented by other teachers (11 and 5 respectively) not involved in their design. Teachers implemented the physics and biology teaching sequences in ways broadly consistent with the planned approach. In all cases where a valid comparison can be made, students’ responses to diagnostic questions requiring the use of conceptual models to construct explanations were significantly better following the designed teaching sequences, than the responses of comparable students following the school’s usual teaching approach. The significance of these findings for research in science education, and for policy and practice relating to science teaching, are discussed.