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Transcript of Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from...
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 1 of 45
A constructivist approach to science teaching A constructivist approach to science teaching
• Elicitation - starts from the naive conceptions of learners.
• Intervention.• Reformulation.• Evaluation.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 2 of 45
Ross, K., Lakin, E. and Callaghan, P. 2004 Teaching Secondary Science (second edition) London: David Fulton –chapter 7. Fig 7.1
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 3 of 45
Ross, K., Lakin, E. and Callaghan, P. 2004 Teaching Secondary Science (second edition) London: David Fulton –chapter 7. Fig 7.2
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 4 of 45
Ross, K., Lakin, E. and Callaghan, P. 2004 Teaching Secondary Science (second edition) London: David Fulton –chapter 7. Fig 7.3
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 5 of 45
Impact and ElicitationImpact and Elicitation
Come into the class carrying two ice hands
If you put a glove on one ice hand, will that make the ice melt slower, faster or make no difference?
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 6 of 45
Elicitation - Tell each OtherElicitation - Tell each Other
Tell each other:
Compared with the unwrapped ice hand,
will the wrapped ice: • melt faster?• melt at the same rate?• melt more slowly?
Explain why you think this way.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 7 of 45
Tell each other why it is better than ‘Hands up’ (and why it sometimes isn’t)
Tell each other why it is better than ‘Hands up’ (and why it sometimes isn’t)
• all think it out for themselves • rehearse a verbal response without making a fool
or exhibition of themselves. • Those without an answer hear one from their
neighbour (instead of silence)• pupils who were not asked say to themselves “yes
- that’s what I said”, or “I didn’t think that”.
• Chaos?
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 8 of 45
Insulation means making you warmInsulation means making you warm
A true storyA true story: The water in the tank of the toilet had frozen. Later that day someone had put a blanket round the ice-filled tank. Will that make it easier or harder for the ice to melt.?
Ross, K., “Brenda Grapples with the Properties of a mern” p. 80 in Littledyke, M., and Huxford, L. (1998) “Teaching the Primary Curriculum for Constructive Learning” London: David Fulton
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 9 of 45
Ice Cream ElicitationIce Cream Elicitation
How do you keep things warm when you’ve got a ......?
You wrap them in towels and things like that / ....?.... / newspapers
Now how does the newspaper keep things warm? What’s the things it keeps warm?
Fish and chips
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 10 of 45
So if you wrap fish & chips up in newspaper and you bring it home it’s warm when you get home is it?
yes / yes
What about ice cream?
... ? ... / it melts
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 11 of 45
If you wrapped it up in some newspaper how would that help it to melt?
.... .... / It would insulate it / it would make it warm
Where would the warmth come from
… from the air trapped inside ..
… but the air might get cold?
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 12 of 45
Insulate means Insulate means
To the children - to make hot
To the scientist - prevent flow of heat energy.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 13 of 45
Intervention Intervention
Aim is to challenge (or support) their views
Get each group of pupils to set up some ice - wrapped and unwrapped.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 14 of 45
Re-construction and Application
Re-construction and Application
• the blanket material prevents heat from flowing
• oven gloves, gloves for making snowballs• Your bed, covered in a blanket all day is not
warm when you get in at night• cool boxes used to keep things hot• ’fridges and ovens are lagged.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 15 of 45
The CandleThe Candle
What is the function of the wax?
To hold what is burning To slow the rate of burning To burn - it's the actual fuel
What is the function of the wick?
Ross, K., Lakin, E. and Callaghan, P. 2004 Teaching Secondary Science (second edition) London: David Fulton –chapter 5. Fig 5.3
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 16 of 45
Wax is FireproofWax is Fireproof
What is burning?
The wick… /…
What did you say, Sarah?
The wax and the wick / both are burning
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 17 of 45
Both are burning?
You said just now that the wax did not burn
It doesn’t burn fast…it melts it / melts it / otherwise if it burns it’d be.. / yes, but if it did it would all flame up – the wax stops it from burning up...
yes and when they both burn up it creates a fume
the only way it can get past is by melting it / is by melting it / it doesn’t burn fast then it just melts it won’t catch alight it’s fireproof
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 18 of 45
So wax is fireproof is it?
well it melts / it melts / doesn’t flame up / ‘cos the flame goes up not down so that’s why if you held a bit of candle there [to side of candle] the flame would go up the side of the wax and melt it
So what is the purpose of the wax?
to stop it burning
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 19 of 45
ConceptionConception
• Concepts are products of existing ideas stored in our brains and the raw data we receive through our senses
• When we experience blankets keeping us warm, we imagine the warmth coming from the blanket
• ... so we assume that wrapped ice will also melt.
From: Ross, K., “Brenda Grapples with the Properties of a mern” p. 71 fig 6.2 in Littledyke, M., and Huxford, L. (1998) “Teaching the Primary Curriculum for Constructive Learning” London: David Fulton
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 21 of 45
TemperatureTemperature
ii. when the water from the two cups are mixed
from Figure 4.2 of Stavey, R. and Berkovitz, B. (1980) ‘Cognitive conflict as the basis for teaching cognitive aspects of the concept of temperature.’ Science Education 64 (5) 679-92 )
i. when water at 600C in a jar is shared between two cups
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 22 of 45
View graph
CDromOriginal figure by Keith Ross
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 23 of 45
Figure 4.7 Graph showing the percentage of survey pupils who conserved mass/weight of sugar when it dissolved (from Holding, B. Unpublished PhD thesis University of Leeds School of Education 1987)
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 24 of 45
CDromCDrom
• Mass of gas (CD and demo)• Exhaust gas question (CD)
CD available from:
www.glos.ac.uk/science-issues
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 25 of 45
Constructivism and Planet careConstructivism and Planet care• Our use of resources is leading to
• depletion of supplies of raw material • consequent pollution of land sea and air
• resources could come ‘from anywhere’ • and could be ‘burnt away’ or left to decay
‘into thin air’• It is not a sound approach to environmental
issues to have to tell people what to do to be ‘green’.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 26 of 45
Try making the bulb light using only one wire and the cell
Try making the bulb light using only one wire and the cell
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 27 of 45
Electricity - Progression in children's ideasElectricity - Progression in children's ideas
• Children begin with a source-sink model for the flow of electricity
S w i t c h
W a l l W i r e
L a m p
From Littledyke et al (2004) Teaching Primary Science. Cheltenham: University of Gloucestershire
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 28 of 45
Two meanings of ‘electricity’Two meanings of ‘electricity’
• Electrical energy that is transferred• Electric current that flows round a complete circuit• The CD and workbook tackle this conceptual problem• let’s see:
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 29 of 45
Smartie ModelSmartie Model
- +
A B
Keith Ross original drawing
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 30 of 45
Which are animals?Which are animals?
• Cow• Boy• Whale• Spider• Worm
To you?
To a 6 year old?
To a Y7?
Tell each other
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 31 of 45
Osborne, R. and Freyburg, P. Learning in Science. Aukland: Heinemann – chapter 3. Fig 3.2
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 32 of 45
Figure 4.4 How does the light and our eyes help us see? (From Guesne, E. 1985 ‘Light’ in Driver, R et al (eds) (1985) Children’s Ideas in Science,
Milton Keynes: Open University Press. )
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 33 of 45
The eyes as receptors of light
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 34 of 45
Using light to ‘see with’
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 35 of 45
The children are standing on the Earth.
They are all holding stones.
They let go of them.
Draw lines to show where they all go.
Nussbaum, J. (1985) ‘The Earth as a Cosmic Body’ in Driver, R et al (eds) (1985)Children’s Ideas in Science, Milton Keynes: Open University Press.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 36 of 45
“The Earth is round”
Nussbaum, J. (1985) ‘The Earth as a Cosmic Body’ in Driver, R et al (eds) (1985)Children’s Ideas in Science, Milton Keynes: Open University Press. Fig 9.10 page 182
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 37 of 45
Children’s notion of up and down
Nussbaum, J. (1985) ‘The Earth as a Cosmic Body’ in Driver, R et al (eds) (1985)Children’s Ideas in Science, Milton Keynes: Open University Press. Fig 9.9 p 180
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 38 of 45
What are the forces acting on a ball thrown upwards?
Half-way up
At the top
Half-way down
Push from hand
Push from hand
Gravity
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 39 of 45
Finding out children’s ideasFinding out children’s ideas
• TPS page P14• Interview, not teach• Ask for reasons• Be interested but supply no ‘right’ answers
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 40 of 45
The misty mountain of scienceThe misty mountain of science
• and the valley where we live with our everyday ideas
[Ref Ross, K., “Brenda Grapples with the Properties of a mern” p. 80 in Littledyke, M., and Huxford, L. (1998) “Teaching the Primary Curriculum for Constructive Learning” London: David Fulton]
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 41 of 45
Telling children scientific ideas. Telling children scientific ideas.
• This is like landing them on a mountain top in the mist, with no idea where they are
• It will be isolated knowledge, and likely to be forgotten in a few years.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 42 of 45
Progressive, child-centred or discovery methods Progressive, child-centred or discovery methods
• letting them play in the valleys. They never see the mountain tops which are covered in mist.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 43 of 45
Constructivist approaches to learning Constructivist approaches to learning
• take children’s existing ideas into account - their view of their valley of understanding
• children can then be led up the mountain, in sight of the valley below, and now are able to see how the whole landscape links up and how limited their existing view was
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 44 of 45
Science Science
• Not learnt by heart• A set of ideas and models
which attempt to explain natural phenomena.
Download P4.1_3.0d 'Children's Ideas' Authored by Keith Ross, Uni. of Gloucestershire. Accessed from http://www.ase.org.uk/sci-tutors/ date created Aug 2004. [ This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. ]
Slide 45 of 45
The real world helps us make sense of the way it works The real world helps us make sense of the way it works
• Would we avoid entering a butcher’s shop, despite the notice “No animals allowed”?
• Would we refrain from saying “I need some warmer clothes for Christmas”?