By Rosalind Driver, Peter Rushworth, Ann Squires, Valerie Wood-Robinson
Whilst youngsters start secondary college, they have already got wisdom and concepts approximately many features of the flora and fauna from their stories either in basic sessions and out of doors institution. This choice of help fabrics is designed particularly for academics of the early years in secondary university to offer assistance either at the rules which teenagers tend to deliver with them and in addition on utilizing those rules to aid students to make feel in their reports in technological know-how classes. The fabrics are in 24 sections, dependent round 3 topics - existence and residing methods, fabrics and their homes and actual approaches. incorporated in every one part is a technology map making a choice on key technology rules and in addition a suite of studying publications which provide particular suggestion on assisting childrens to strengthen those rules. Written in collaboration with academics, field-tested in colleges and appropriate to be used with any released technological know-how scheme, those fabrics could be a necessary source for all technological know-how academics who're making plans instructing schemes and constructing technological know-how classes in the nationwide Curriculum. A separate paperback, Making feel of Secondary technology: study into kid's principles comes with the dossier and can also be to be had individually. this offers a precis of study within the zone and a close bibliography in case you are looking to pursue sure features additional.
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Additional info for Making Sense of Secondary Science: Support Materials for Teachers
Example text
It appears that many pupils view weeds, vegetables and seeds not as sub-sets of the set ‘plants’ but as comparable sets. 2). 11 confirm that pupils choose ‘plant’, ‘tree’ and ‘flower’ as exclusive groups. However, their pupils were willing to assign trees and flowers to the category ‘plant’ when they were given a restricted number of categories in a classification task. 11 report that most 7-year-olds can assign organisms to groups of their own choice, but their groups are of differing status and are mutually exclusive rather than hierarchical.
Tema,20 basing her study on Bell’s work, set out to investigate the conceptions of ‘animal’ held by rural and urban African pupils. Despite their culturally different backgrounds most students showed some similarities with Bell’s pupils. THE CONCEPT OF ‘PLANT’ Stead (Bell)21 established, from interviews with twenty-nine children aged 9–15, that they had a much narrower meaning of the word ‘plant’ than that of the biologist. Only four children used generalised criteria such as ‘grows in the ground’, ‘has leaves’, ‘has roots’, ‘is green’, to categorise all the instances of plants.
36 Simpson and Arnold37 devised a test for 16-year-old students in order to study interference between the concepts of photosynthesis and respiration. Looking for conceptions relating to gas exchange, they found that 46 per cent of students did not understand that increased photosynthesis would reduce the carbon dioxide in a closed system. The following misconceptions were noted: • water plants absorb carbon dioxide at night (25 per cent); • photosynthesising leaves produce high carbon dioxide levels (25 per cent); • pond weed produces bubbles of carbon dioxide in light (18 per cent).
