By Wynne Harlen
A new and absolutely revised variation of educating and studying fundamental technological know-how . the writer presents a theoretical cause for why technological know-how will be taught particularly methods, and concepts and examples of ways to do it.
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Buckingham: Open Univerity Press. dllerenshaw, C. and Ritchie, (1988) R. Primary Science: Making it Work. London: David Fulton. Children's ideas The goals of 5-12 science identified in Chapter 2 included ideas under eight broad headings. In Chapter 3, evidence from the close observation of children engaged in an activity with floating blocks of wood showed how children used ideas from previous expenence to try to explain what they found. The role of these ideas in learning means that it is important to be aware of what ideas children may bnng to their classroom expenences.
48 Teaching, learning and assessing science 5-12 Gunstone and Watts (1985) identified some 'intuitive mles' from their review of research into ideas about force: Children identify force with living things - there is some intention involved. Objects in constant motion need a constant force to keep them moving in the same way. An object that is not moving has no forces acting on it. A moving body has a force acting on it in the direction of motion. These are a11 ideas which have certain logic in relation to limited everyday experience and are held by many secondary school pupils and not a few adults.
Whatever logic there seems to be in hypothetical explanations or relationships, they are only useful in so far as they agree with reality. Each of these points is now briefly elaborated. In this discussion we take the opportunity to distinguish science from its closest neighbours - mathematics and technology. There are many reasons to combine teaching and learning in science and technology and in some aspects of methematics. But it is still important for a teacher to know how the learning contributes to knowledge and understanding in each of these subjects.