Structures of understanding at the root of science education

Arcà, Maria; Guidoni, P.; Mazzoli, P.

doi:10.1080/0140528840060402

Cited by 6 publications

References 1 publication

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Modeling as a teaching learning process for understanding materials: A case study in primary education

2007

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ABSTRACT:Modeling is being used in teaching learning science in a number of ways. It will be considered here as a process whereby children of primary school age exercise their capacity of organizing recognizable and manageable forms during their understanding of complex phenomenologies. The aim of this work is to characterize this process in relation to the modeling of properties of and changes in materials. The data are discussed by establishing relationships between the modeling process with three different aspects: the specialized scientific knowledge, the physical manipulation of phenomena, and the interaction among those participating in the class. The results show how 7 -8-year-old students generate a modeling process that leads them to explain the behavior of different materials by using a "model of parts" created ad hoc. This model, built up from some kind of a discrete vision of the material, proves to be coherent for children of this age and evolves by relating the visible continuum with an imagined discontinuum.

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Modeling as a teaching learning process for understanding materials: A case study in primary education

2007

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Steps Towards the Formalisation of a Psycho-logic of Motion

Bliss

Ogborn

1992

Intelligent Learning Environments and Knowledge Acquisition in Physics

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A psycho-logic of motion

Ogborn¹,

Bliss

1990

Eur J Psychol Educ

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In this paper we set out a theoretical account of how we suppose commonsense reasoning about motion may develop.~identify some of the most primitive building blocks necessary to the construction of a psycho-logic of motion. Our analysis shows how such primitive elements could combine together to provide schemes of motion, recognisable in psychological accounts of infancy, which themselves generate both prototypes of and rulesfor motion used in commonsense reasoning. The theory takes as fundamental the basic (essentially Kantian) categories of commonsense reasoning: action, object, space, cause, time and movement. J# also start with Piaget's intuition that action and movement areprimitive and fundamental to all development. A number of levels are suggested from the initial primitive schemes, emerging rules and prototypes, new prototypes from combinations, projection ofprototypes onto other objects and elaboration. Examples are given of prototypes which are the link between the deep seated ways of thinking and commonsense reasoning.

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Structures of understanding at the root of science education

Cited by 6 publications

References 1 publication

Modeling as a teaching learning process for understanding materials: A case study in primary education

Modeling as a teaching learning process for understanding materials: A case study in primary education

Steps Towards the Formalisation of a Psycho-logic of Motion

A psycho-logic of motion

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