The Generative Learning Model and its Implications for Science Education

Osborne, Roger; Wittrock, M. C.

doi:10.1080/03057268508559923

Cited by 301 publications

(159 citation statements)

References 53 publications

Supporting

Mentioning

112

Contrasting

Unclassified

Order By: Relevance

“…The choice of what is effectively a qualitative research technique was made because of the desire to investigate student thinking in depth, probing their own ways of describing and explaining phenomena (Author1 2006). Such idiographic approaches have long been recognised as necessary for fine-grained exploration of students' ideas (Osborne & Wittrock, 1985;Pope & Denicolo, 1986;Smith, diSessa & Roschelle, 1993). Given this necessary decision, and the resource and practical implications of an interview study, it was not possible to set out to build a large and representative sample that could claim to survey students' use of particle ideas in the English context.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

Franco

Taber

2009

International Journal of Science Education

View full text Add to dashboard Cite

. Secondary students' thinking about familiar phenomena: learners' explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning. International Journal of Science Education, Taylor & Francis (Routledge), 2009, 31 (14), pp.1917-1952 Secondary students' thinking about familiar phenomena: learners' explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning. Abstract:Particle models of matter are widely recognised as being of fundamental importance in many branches of modern science, and particle ideas are commonly introduced and developed in the secondary school curriculum. However, research undertaken in a range of national contexts has identified significant learning difficulties in this topic, and suggests that notions of particles that match scientific models are generally only attained over periods of some years. A National Curriculum in Science was imposed in England over the period 1989-1993, and was later supplemented by increasingly prescriptive guidance to teachers. This culminated in a framework for teaching lower secondary science, which identified 'particles' as one of five key ideas for organising teaching and learning. In this curriculum context, a basic particle model is introduced at the start of secondary education, and consolidated by being revisited in various contexts over three years. The present paper reports an interview-about-events based study that explored the way English secondary students explained phenomena commonly met in school science. It was found that most students used the notion of particles in their responses, although most of their particle-based explanations reflected alternative conceptions that have been reported in previous research. It is concluded that a curriculum strategy of early introduction and regular application during the early secondary years is not sufficient to support the desired level of progression in thinking with particle concepts, and more sophisticated pedagogy is needed.

show abstract

Section: Methodsmentioning

confidence: 99%

“…Educational research has commonly been characterised as being of two main types, sometimes labelled as distinct paradigms , (Osborne & Wittrock, 1985;Pope & Denicolo, 1986;Smith, diSessa & Roschelle, 1993). …”

Section: Methodsmentioning

confidence: 99%

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

Franco

Taber

2009

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…Assim, não seria coerente iniciar o estudo de corpos celestes a partir de um ponto de vista heliocêntrico, ignorando o que os alunos sempre observaram (BRASIL, 1998). De fato, este conflito entre aquilo que observam e aquilo que lhes é ensinado do ponto de vista científico, pode oferecer um certo grau de resistência ao aprendizado, uma vez que o geocentrismo parece ser ainda a explicação mais lógica para a concepção do senso comum dos estudantes -fato que deve ser pedagogicamente respeitado pelo professor (OSBORNE e WITTROCK, 1985).…”

Section: Principais Conteúdos De Astronomia Abordados Pela Literaturaunclassified

“…Além disso, é plausível que o professor respeite o nível cognitivo dos alunos, bem como seus aspectos metodológicos e didáticos, a fim de reconhecer que, nos anos iniciais do ensino fundamental, o ensino de alguns destes conteú-dos da Astronomia essencial deve se dar sob um referencial topocêntrico e geocêntrico, conforme já comentado anteriormente (OSBORNE e WITTROCK, 1985).…”

Section: Astronomia Essencialunclassified

Formação De Professores E Seus Saberes Disciplinares Em Astronomia Essencial Nos Anos Iniciais Do Ensino Fundamental

Langhi

Nardi

2010

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

View full text Add to dashboard Cite

RESUMO: Este artigo apresenta parte dos resultados de uma pesquisa mais ampla acerca da Educação em Astronomia na formação de professores dos anos iniciais do ensino fundamental. A partir da análise dos principais tópicos em Astronomia trabalhados nacionalmente e dos resultados de pesquisas da área, identificamos um conjunto de conteúdos fundamentais em Astronomia para o trabalho docente. Por meio da investigação por amostragem de professores, porém, demonstramos que, mesmo nestes conteúdos essenciais, há a persistência de concepções alternativas por parte dos docentes. Os resultados apontam, assim, para a necessidade de uma melhoria na qualificação docente em relação aos seus saberes disciplinares, embasada em resultados de pesquisas sobre Educação em Astronomia, a favor de um ensino que contemple, no mínimo, os conteú-dos fundamentais sobre este tema.

show abstract

“…En efecto, esta idea de que el aprendizaje y la enseñanza de las ciencias se desarrolle como un proceso de (re)construcción de conocimientos en un contexto que se inspire (dentro de lo posible en cada nivel educacional) en la investigación científica es compartida por un amplio abanico de investigadores en didáctica de las ciencias [8][9][10][11][12][13][14][15]. Por su parte, los National Science Education Standards [16] proclaman que "en todos los niveles, la educación científica debe basarse en la metodología de la investigación", como forma de favorecer tanto una actividad significativa, en torno a problemas susceptibles de interesar a los estudiantes, como su progresiva autonomía de juicio y capacidad de participación en tareas colectivas y en decisiones que orientan los desarrollos científico-técnicos.…”

Section: Introducción Y Planteamiento Del Problema De Estudiounclassified

La Física con una estructurada problematizada: efectos sobre el aprendizaje conceptual, las actitudes e intereses de los estudiantes universitarios

Becerra-Labra¹,

Gras‐Martí²,

Torregrosa³

2007

Rev. Bras. Ens. Fis.

View full text Add to dashboard Cite

La Física con una estructurada problematizada: efectos sobre el aprendizaje conceptual, las actitudes e intereses de los estudiantes universitarios En el presente artículo se muestra los resultados obtenidos en una investigación realizada para estudiar los efectos que produce una enseñanza de la física con una estructura problematizada en el aprendizaje conceptual, en las actitudes e intereses de los estudiantes. Se da una respuesta fundamentada a las preguntas: una enseñanza de la física a través del planteamiento y resolución de problemas fundamentales, ¿se produce realmente una mejora significativa en el aprendizaje conceptual?, ¿modifica positivamente la actitud e interés de los estudiantes hacia la física? y, ¿se mantiene esta mejora conceptual y actitudinal tiempo después de la instrucción recibida? Palavras-chave: modelo de enseñanza de las ciencias a través de problemas fundamentales, cambio conceptual, cambio actitudinal.We show the results of a research addressing the effects of organizing the teaching of Physics around a problem-based structure. This approach is based upon outlining and addressing the fundamental problems that originated the basic concepts and theoretical framework of the subject matter. We have measured the significant improvement observed in both the students' conceptual understanding and in their attitude and interest towards Physics. We have also investigated whether these learning gains are maintained after the course is over, or a relatively large time has elapsed.

show abstract

The Generative Learning Model and its Implications for Science Education

Cited by 301 publications

References 53 publications

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning

Formação De Professores E Seus Saberes Disciplinares Em Astronomia Essencial Nos Anos Iniciais Do Ensino Fundamental

La Física con una estructurada problematizada: efectos sobre el aprendizaje conceptual, las actitudes e intereses de los estudiantes universitarios

Contact Info

Product

Resources

About