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Petra Baisch & Marcus Schrenk

Petra Baisch & Marcus Schrenk. Children's concepts and conceptual change as integral part of research and studying science education. Research project about children’s concepts of ecology with special reference to the process of decay.

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Petra Baisch & Marcus Schrenk

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  1. Petra Baisch & Marcus Schrenk Children's concepts and conceptual change as integral part of research and studying science education Research project about children’s concepts of ecology with special reference to the process of decay Students studying children’s concepts and conceptual development

  2. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Current research projects of the department for primary science education: • Education for sustainable development: • Children‘s attitude to nature • Children‘s concepts of agricultural production • Children‘s concepts of ecology Reintroduction of the common wall lizard (Podarcis muralis) on an island in the river Rhine – Investigation of the correlation between knowledge and watching living animals during biology lessons Children‘s concepts of kognitive processes and visual perception

  3. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Ecological understanding Human`s relationship to nature Ecosystem insights • Ways of thinking about the human-nature relationship Ways of thinking about photo- synthesis Ways of thinking about recycling Ways of thinking about energy Framework of orientation (Carlsson 2002, Lulea/Sweden)

  4. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Pupil‘s concepts of cycling of matter The main features of the cycling of matter (Leach/Driver/Scott 1996) The sources of matter for plants growth The needs of plants The sources of matter for animals growth The process of decay The role of decay in the cycling of matter Feeding of plants: • Plants source their food from the soil (trinking straw princip) • (Barker/Carr 1989, Wood-Robinson 1991, Wandersee 1983, Hellden 1998) • Plants have different kind of needs (Leach et al. 1996)

  5. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Pupil‘s concepts of cycling of matter Process of decay: • Matter becomes just by itself to soil. Organisms are not involved in the proces of decay (Anderson/Smith 1986, Sequeiras/Freitag 1986) • Decay is an inevitable matter of time, which enriches soil somehow (Smith/Anderson 1986) Subsumption: The concept that matter circulates and does not disappear is very rare.

  6. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Compost case

  7. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Research hypotheses Are primary school students able to develop sustainable concepts of complex ecological procedures? Will this expectation be an excessive demand? • Which concepts do pupils of the third and forth grade have about the cycle of matter? • Is it possible to initiate a conceptual change with instruction at school? • Will the immediate operating experience with the compost-case help to develop more sustainable concepts about the process of decay?

  8. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Design of research Survey of 25 pupils (3rd and 4th grade) Survey of 25 pupils (3rd and 4th grade) Longterme watching of process of decay combined with operation experiences in constructivistic learning environment Half standardised single and group interviews with stimulusmaterial Half standardised single and group interviews with stimulusmaterial 7 teaching units Journalising what had been watched and learned Survey of 25 pupils (3rd and 4th grade) Survey of 25 pupils (3rd and 4th grade)

  9. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Plan of research TU:Teaching units -operation experiences with the compost case CC:Change of concepts: c) Process of decay (CCc) a) Needs for plants growth(CCa) d) Role of decay in the cycle of matter (CCd) b) Needs for animals growth (CCb)

  10. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Teaching Units Characteristics of moderate constructivistic learning environment (Möller 1999/Mandl 1995/Dubs 1995) • Situatet learning with authentic problems (meanful and complex fields) • Learning as an activ, constructiv process (using own ways of studying, emotionale participation, selfmade experiences) • sociale und kooperative learning • (interactive ways of finding agreement about meanings and concepts) • Selfcontrolled and supported learning • (Selfcontrolled by the student, support by the teacher)

  11. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Teaching units • 5 sequences of 90 min, 2 sequences of 60 min • Documentaion with students journals and photos Unit 1: Exploring the species living in the compost case

  12. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Unit 2: Watching what happens to different kind of materials in the compost case?

  13. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Unit 3:Watching process of decay with differnet conditions

  14. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Unit 4: comparison of the different process of decay

  15. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Unit 5: components of soil

  16. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Unit 6: needs for plant‘s growth

  17. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education Unit 7: review / first approaches to the cycle of matter

  18. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education First resultes Methodes of analysis: • qualitative content analysis of the transliteratet interviews (Mayring 2003) • tecniques of qualitative content analysis: Structuring and subsumption • computerbased analysis: MAXQDA Analysis towards: Descritption of pupil‘s concepts and patterns of interpretation of the proces of decay and cycle of matter.

  19. Petra Baisch & Marcus Schrenk: Children's concepts and conceptual change as integral part of research and studying science education First results ExCl before TU ExCl after TU humus and fertilizer Dipl.-Päd`in Petra Baisch, Pädagogische Hochschule Ludwigsburg

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