From where should science teaching derive its inspiration? It is suggested here that if we are to... more From where should science teaching derive its inspiration? It is suggested here that if we are to have sustainable, rational progress in science teaching then practice must be theoretically based. Working from this position, Piaget's theory is examined for its teaching implications. Ten implications are derived and, in a second section of the paper, are used to generate a coherent program of classroom practice and research.
... incorrect Def. incorrect Figure 6. Students' responses to the conservation item (MC and ... more ... incorrect Def. incorrect Figure 6. Students' responses to the conservation item (MC and P formats). Correspondence: Dr Chris Dawson, Department Adelaide, South Australia, Australia, 5005. Internet email: cdaws~ of Education, University of Adelaide, Page 12. ...
Research in Science & Technological Education, 1986
... [2] For consistency we use 'interpretation' in order to focus, as does 'planni... more ... [2] For consistency we use 'interpretation' in order to focus, as does 'planning', on the mental processes involved in problem solution. Correspondence: Dr Chris Dawson, Department of Education, University of Adelaide, GPO Box 498, Adelaide, South Australia 5001, Australia. ...
Abstract An examination is reported of the effect of differences in reading strategies on the con... more Abstract An examination is reported of the effect of differences in reading strategies on the construction of meaning from novel length text. Following a brief review of psychological theory relevant to the question of how particular strategies could constrain meaning construction, specific differences are hypothesised in relation to Orwell's classic tale, Animal Farm. The results of an experimental examination using post‐graduate Diploma in Education students as subjects, and multidimensional scaling as the analytic technique, support the contention that reading strategies are important in the construction of differential meanings. The educational implications of the results are discussed in relation to the change in school practice from teacher‐directed reading to students reading more books but on their own or in small groups, without direct teacher intervention.
Summary. Verbal reception and guided discovery techniques of teaching are compared in a classroom... more Summary. Verbal reception and guided discovery techniques of teaching are compared in a classroom situation for effectiveness in promoting the formation of stable, usable, cognitive schemata in comparable groups of university students. The results indicate that explicit direction can produce performances superior to those resulting from a guided discovery approach for immediate recall, delayed retention and transfer. Tentative explanations of these findings are discussed.
... Two of the cubes were identical in volume (8 cm3) but differed considerably in weight-38g (co... more ... Two of the cubes were identical in volume (8 cm3) but differed considerably in weight-38g (coloured red) as opposed to 54g (coloured blue). The third cube, coloured yellow, was identical in weight to the blue cube (54g) but had a volume of 47cm3. ...
From where should science teaching derive its inspiration? It is suggested here that if we are to... more From where should science teaching derive its inspiration? It is suggested here that if we are to have sustainable, rational progress in science teaching then practice must be theoretically based. Working from this position, Piaget's theory is examined for its teaching implications. Ten implications are derived and, in a second section of the paper, are used to generate a coherent program of classroom practice and research.
... incorrect Def. incorrect Figure 6. Students' responses to the conservation item (MC and ... more ... incorrect Def. incorrect Figure 6. Students' responses to the conservation item (MC and P formats). Correspondence: Dr Chris Dawson, Department Adelaide, South Australia, Australia, 5005. Internet email: cdaws~ of Education, University of Adelaide, Page 12. ...
Research in Science & Technological Education, 1986
... [2] For consistency we use 'interpretation' in order to focus, as does 'planni... more ... [2] For consistency we use 'interpretation' in order to focus, as does 'planning', on the mental processes involved in problem solution. Correspondence: Dr Chris Dawson, Department of Education, University of Adelaide, GPO Box 498, Adelaide, South Australia 5001, Australia. ...
Abstract An examination is reported of the effect of differences in reading strategies on the con... more Abstract An examination is reported of the effect of differences in reading strategies on the construction of meaning from novel length text. Following a brief review of psychological theory relevant to the question of how particular strategies could constrain meaning construction, specific differences are hypothesised in relation to Orwell's classic tale, Animal Farm. The results of an experimental examination using post‐graduate Diploma in Education students as subjects, and multidimensional scaling as the analytic technique, support the contention that reading strategies are important in the construction of differential meanings. The educational implications of the results are discussed in relation to the change in school practice from teacher‐directed reading to students reading more books but on their own or in small groups, without direct teacher intervention.
Summary. Verbal reception and guided discovery techniques of teaching are compared in a classroom... more Summary. Verbal reception and guided discovery techniques of teaching are compared in a classroom situation for effectiveness in promoting the formation of stable, usable, cognitive schemata in comparable groups of university students. The results indicate that explicit direction can produce performances superior to those resulting from a guided discovery approach for immediate recall, delayed retention and transfer. Tentative explanations of these findings are discussed.
... Two of the cubes were identical in volume (8 cm3) but differed considerably in weight-38g (co... more ... Two of the cubes were identical in volume (8 cm3) but differed considerably in weight-38g (coloured red) as opposed to 54g (coloured blue). The third cube, coloured yellow, was identical in weight to the blue cube (54g) but had a volume of 47cm3. ...
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