Young Children’s Ideas About Physical Science Concepts

2015 ◽  
pp. 67-97 ◽  
Author(s):  
Yannis Hadzigeorgiou
Keyword(s):  
Physical Science ◽  
Science Concepts

I Walk the Line: A Popular Termite Activity Revisited

2012 ◽  
Vol 74 (7) ◽  
pp. 490-495 ◽  
Author(s):  
Robert W. Matthews ◽  
Janice R. Matthews
Keyword(s):  
University Students ◽  
Physical Science ◽  
Trail Following ◽  
Laboratory Session ◽  
Hands On ◽  
Science Concepts ◽  
Single Laboratory

Since 1968, biologists have known that termites line up and follow some ballpoint ink lines but not others. Suggestions for class lessons based on this observation have become widespread. However, many of these are incomplete, superficial, conflicting, and/or occasionally inaccurate, and most provide only simple demonstrations or cookbook-style confirmations. Here, we provide added background for this activity to update, clarify, and expand it. Some ways to use termite trail-following to teach fundamental life and physical science concepts through hands-on inquiry are presented, based on our experience with university students and teachers. These activities, adaptable to many instructional levels, range in scope from a single laboratory session to extended investigation.

Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts

2016 ◽  
Vol 38 (14) ◽  
pp. 2284-2302 ◽  
Author(s):  
Jessica Gale ◽  
Stefanie Wind ◽  
Jayma Koval ◽  
Joseph Dagosta ◽  
Mike Ryan ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Physical Science ◽  
Innovative Approach ◽  
Simulation Based ◽  
Science Concepts

scholarly journals Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context

2020 ◽  
Vol 10 (2) ◽  
pp. 116
Author(s):  
Cedric Bheki Mpungose
Keyword(s):  
South African ◽  
Science Teachers ◽  
Physical Science ◽  
Further Education ◽  
Policy Statement ◽  
Physical Sciences ◽  
Spider Web ◽  
Assessment Policy ◽  
Science Concepts ◽  
Conceptual Study

Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.

Learning Science Concepts with Haptic Feedback

2006 ◽  
pp. 132-151
Author(s):  
Linda D. Bussell
Keyword(s):  
Visual Feedback ◽  
Physical Science ◽  
Force Feedback ◽  
Haptic Feedback ◽  
Learning Science ◽  
Control Group ◽  
Computer Based ◽  
Science Concepts ◽  
Experimental Group

This chapter examines the use of haptic feedback in a multimedia simulation as a means of conveying information about physical science concepts. The case study presented herein investigates the effects of force feedback on children’s conceptions of gravity, mass, and related concepts following experimentation with a force-feedback-enabled simulation. Two groups of 17 children conducted experiments with the simulation; the experimental group used both visual and force feedback, and the control group used visual feedback only. Evidence of positive gains by the experimental group who used the simulation with force feedback is presented. Guidelines for applying these technologies effectively for educational purposes are discussed. This chapter adds to the limited research on the application of haptic feedback for conceptual learning and provides a basis for further research into the effects of computer-based haptic feedback on children’s cognition.

scholarly journals Preservice Elementary Teachers’ Alternative Conceptions of Science

2016 ◽  
Vol 11 (3) ◽  
pp. 144
Author(s):  
Isil Koc ◽  
Robert E. Yager
Keyword(s):  
Elementary Teachers ◽  
Physical Science ◽  
Elementary Science ◽  
Alternative Conceptions ◽  
Preservice Elementary Teachers ◽  
Science Courses ◽  
Science Concepts ◽  
Science Instrument ◽  
Participant Information

This study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundemental elementary science concepts. Eighty-six preservice elementary teachers participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument (Schoon, & Boone, 1998), a participant information form, and utilization of interviews. The results indicated that the majority of preservice elementary teachers (67.4%) held a number of alternative conceptions with mostly in the physical science. Various sources of alternative conceptions emerged during the interviews. Findings from the study also confirmed that science courses completed do not seem to have influenced participants’ alternative conceptions. Overall, the results of the study suggest that more consideration be given to identifying and modifying of the alternative conceptions of science so that teachers could better help their own students arriving at more accurate conceptions.

scholarly journals Exploring Student Understanding of Force and Motion Using a Simulation-Based Performance Assessment

2016 ◽  
Vol 2 (1) ◽  
pp. 39-58
Author(s):  
Jessica Gale ◽  
Jayma Koval ◽  
Stefanie Wind ◽  
Mike Ryan ◽  
Marion Usselman
Keyword(s):  
Performance Assessment ◽  
Physical Science ◽  
Preliminary Evidence ◽  
Force And Motion ◽  
Simulation Based ◽  
8Th Grade ◽  
Stratified Sample ◽  
Experimental Problem ◽  
Science Concepts ◽  
Scientific Phenomena

Performance assessment (PA) has been increasingly advocated as a method for measuring students’ conceptual understanding of scientific phenomena. In this study, we describe preliminary findings of a simulation- based PA utilized to measure 8th grade students’ understanding of physical science concepts taught via an experimental problem-based curriculum, SLIDER (Science Learning Integrating Design Engineering and Robotics). In SLIDER, students use LEGO robotics to complete a series of investigations and engineering design challenges designed to deepen their understanding of key force and motion concepts (net force, acceleration, friction, balanced forces, and inertia). The simulation-based performance assessment consisted of 4 tasks in which students engaged with video simulations illustrating physical science concepts aligned to the SLIDER curriculum. The performance assessment was administered to a stratified sample of 8th grade students (N=24) in one school prior to and following implementation of the SLIDER curriculum. In addition to providing an illustration of the use of simulation- based performance assessment in the context of design-based implementation research (DBIR), the results of the study indicate preliminary evidence of student learning over the course of curriculum implementation.

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