Learning Counterintuitive Physics Concepts: The Effects of Text and Educational Environment. Reading Research Report No. 16.Reportar como inadecuado




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A study examined the role of science texts in classrooms and sought to determine how cognition, attitude/motivation, and socioeconomics affect conceptual change learning from texts in those classrooms. Subjects were students in three high-school science classes, one at each level of instruction: general, regular, and advanced. The classrooms were at a school in a university community located in the southeastern United States, and the instructors were experienced in teaching science. Researchers observed classes and documented classroom procedures in field notes and on videotapes. Results indicated that, although students and teachers rated texts negatively, and texts appeared to be ineffective in bringing about conceptual change, texts did play a central role in instruction. Teachers based lectures and labs on texts, and in some cases, used texts as confirmation of information gained from lectures and labs. Findings suggest that the relevance of physics to career goals might be the most important factor in students' willingness to learn counterintuitive concepts in physics. (Contains 34 references and three tables of data.) (Author/RS)

Descriptors: Concept Formation, Educational Environment, High Schools, Reading Research, Science Curriculum, Science Education, Scientific Concepts, Secondary School Science, Student Motivation, Teacher Behavior, Text Structure, Textbook Research











Autor: Hynd, Cynthia R.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10185&id=ED374404



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