Children's conceptions of color

Feher, Elsa; Meyer, Karen

doi:10.1002/tea.3660290506

Cited by 55 publications

(48 citation statements)

References 9 publications

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“…Researchers interested in what information has been learnt, at the learning end of the curiosity/learning continuum, have included Griffin and Symington (1997), McClafferty (1995), Borun et al (1993) and Feher and Meyer (1992). Almost every one of these studies used a pre-and post-test and showed from the scores, that in most cases good results depended on previous learning, formal or naive.…”

Section: Research At Vista and Other Science Centresmentioning

confidence: 97%

Passive visitors or independent explorers: Responses of pupils with severe learning difficulties at an Interactive Science Centre

Brooke¹,

Solomon²

2001

International Journal of Science Education

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Section: Research At Vista and Other Science Centresmentioning

confidence: 97%

Passive visitors or independent explorers: Responses of pupils with severe learning difficulties at an Interactive Science Centre

Brooke¹,

Solomon²

2001

International Journal of Science Education

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“…Previous research about the colour phenomena already has established that children's ideas about colour are organized in coherent and systematic ways (Feher & Meyer, 1992). A detailed analysis of the misconceptions allowed us to categorize them into different qualitative levels and formulate five variants of students' representations of colour phenomena (Table 3).…”

Section: Students' Internal Representations Of Colour Phenomenamentioning

confidence: 99%

“…Chauvet, 1996;Feher & Meyer, 1992;Osborne et al, 1993;Viennot, 2002;Woolf, 1999). Table 1 shows the most frequent ideas students have about colour phenomena (e.g.…”

Section: Introductionmentioning

confidence: 99%

Investigating students' conceptual change about colour in an innovative research-based teaching sequence

Mota

Santos

2018

IENCI

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This paper is the second part of a multiphase study investigating the impact of a mathematical model, the Addition Table of Colours (ATC), in the learning of colour phenomena. The ATC instruction was undertaken in several 8th grade classes in three different Portuguese schools (250 students) and included collaborative activities through Lab stations model. In the control group (204 students), the colour phenomena were taught in the traditional way, with the goals set by the teachers, without any intervention of the project. The two groups of students were compared in terms of content knowledge acquired in the learning of this subject through comparison and analysis of their pre and post-tests. Quantitative analyses of the pre/post-tests revealed five variants of students’ representations about this phenomenon. We found that the ATC model, inserted in an interactive and carefully designed teaching environment, is more effective in promoting conceptual change and scientific understandings of colour phenomena.

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“…The intention was to investigate an underdeveloped concept area in the school syllabus, that of colour. Colour was chosen since although it would appear to be important and of relevance in all science subjects, very little has been written about children's ideas of colour (see Feher and Meyer, 1992, as one example). One has only to watch an old black and white film on television to realise that colour plays a very important role in our lives.…”

Section: An Inquiry Into the Teaching Of Lightmentioning

confidence: 99%

Developing Models in Science Education

2000

162

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References 363Index 381 PrefaceThis book arises from the collaborative work of a group of international researchers who are members of the Centre for Models in Science and Technology: Research in Education (CMISTRE). Based at The University of Reading in the UK, the Centre has a widely scattered membership, i.e. currently also in Australia, Brazil, Israel, New Zealand, Netherlands.Information about its present work can be accessed via The University of Reading's web pages on http://www.rdg.ac.uk/~ems97pc/MISTRE.Formed in 1995, the first years of the group were spent in formulating a common language with which to talk about models and modelling and in negotiating the boundaries of the areas to be investigated. In this period of time the main themes which are addressed in this book started to be formulated, based on the interests and experiences of the collaborating members. All this was fuelled by academic visits by members to each others, by regular seminars where new papers and ideas were discussed, in conference symposia, both national and international, where these ideas were subjected to a wider audience and, more lately, by publications in journals. In most senses the Centre is typical of a research group in any field: a commitment by a group of academics to enquiry in a theme held in common. It might differ from many in two ways. First, it draws on the insights of a number of established disciplines: philosophy of science, historical studies of the development of science, the sociology and language of science, the psychology of the teaching and learning of science. Second, it has entailed a greater commitment to collaborative ways of working and to a reflection on the contextual nature of the understandings that are forged. Within the Centre, smaller sets of members often collaborate in particular areas of interest and expertise. This has given rise to the three main areas of interest that are reflected in the Sections of this book.Although the common language is presented in detail in Chapter I, it may be helpful to readers if the components of the framework and the agenda are summarised here. A model has been taken to be 'a representation of an idea, object, event, process, or system'. Mental modelling is defined as an activity undertaken by individuals, whether alone or within a group. The results of that activity can be expressed in the public domain through action, speech, writing or other symbolic form. Those expressed models-, as we term them, which gain social acceptance following testing by the community of professional scientists playa central role in the conduct of both research and development, becoming consensus models. Whilst those consensus models which are currently in use at the frontiers of science may be termed scientific vii Vlll Developing Models in Science Educationr models, those produced in specific historical contexts may be called historical models. Curricular models are those versions of consensus models which are included in science curricula. Teaching models are those developed ...

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Children's conceptions of color

Cited by 55 publications

References 9 publications

Passive visitors or independent explorers: Responses of pupils with severe learning difficulties at an Interactive Science Centre

Passive visitors or independent explorers: Responses of pupils with severe learning difficulties at an Interactive Science Centre

Investigating students' conceptual change about colour in an innovative research-based teaching sequence

Developing Models in Science Education

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