Applying the science of learning to the Learning of Science: Newton's law of motion/ Miriam Lemmer
Material type: TextSeries: Africa education review ; Volume 15 , number 1 ,Pretoria: Unisa Press and Routledge, 2018Content type:- text
- unmediated
- volume
- 1814-6627
Item type | Current library | Call number | Vol info | Status | Notes | Date due | Barcode | |
---|---|---|---|---|---|---|---|---|
Journal Article | Main Library - Special Collections | L81.A33 AFR (Browse shelf(Opens below)) | Vol.15, No.1 page 20 - 37 | Not for loan | For in-house use only |
Browsing Main Library shelves, Shelving location: - Special Collections Close shelf browser (Hides shelf browser)
Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton’s second law of motion from a cognitive perspective that takes social factors into account. A cognitive refinement instructional approach (CRIA) was used to organise and sequence learning activities, while students were engaged through inquiry and group work. Students’ real-life experiences were used as starting point of the learning sequence. The efficiency of the sequence was determined with the aid of the Force Concept Inventory (FCI) and complemented with the students’ reflections on the sequence, showing their epistemological preferences. The results indicated that a CRIA aided in constructing more coherent scientific knowledge and enhanced understanding, while reducing misconceptions on the topic. In their reflections, the students acknowledged that experiential and experimental evidence, as well as guided formation of a scientific explanatory framework, are foundational for a deeper understanding of the challenging topic.
There are no comments on this title.