By Edited by Geoff
More than a few topical matters and issues on the vanguard of study in technology schooling in Europe are tested during this textual content. The individuals are technological know-how educators and researchers from all through Europe.
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Extra resources for Research in science education in Europe
649–72. Duncker, K. (1945) ‘On problem solving’, Psychological Monographs, 58, whole number 270. L. (1979) ‘Children’s conceptions of heat and temperature’, Science Education 63, 2, pp. 221–30. L. (1980) ‘Children’s viewpoints of heat: A second look’, Science Education, 64, 3, pp. 323–36. L. , GUESNE, E. and TIBERGHIEN, A. (Eds) Children’s Ideas in Science, Milton Keynes, Open University Press, pp. 55–66. GENTNER, D. R. (1983) ‘Flowing waters or teeming crowds: Mental models of electricity’, in GENTNER, D.
PH The candle’s not…the water…you know the water in the tin… it’s not…if you put a bit less in it might boil but the candle’s not warm enough…if you put a Bunsen burner underneath…it’ll boil, it gives off more gas…and more heat. JA Because it’s blowing the same heat every time…all the time. In attempting to explain why the candle was able to heat the water at the beginning of the activity, but was not able to raise the temperature further by the end of the activity, the initial coldness of the water was the most popular explanation.
This evaluation study also suggested that, in the teaching programme which we developed and taught as a result of this development study, the mappings between the analogy and the corresponding thermal system should be made explicit. Students cannot be expected to make the connections spontaneously and many will require considerable assistance and prompting. The analogy is clearly not a panacea. Nine of the twenty-two children were unable to make use of it in explaining the thermal situation. It would be unreasonable, however, to expect any teaching intervention to work for all learners.