ANALYZING SCIENCE ACTIVITIES IN FORCE AND MOTION CONCEPTS: A DESIGN OF AN IMMERSION UNIT

被引：7
作者：
Ayar, Mehmet C. [1 ]
Aydeniz, Mehmet [2 ]
Yalvac, Bugrahan [3 ]
机构：
[1] Sci & Technol Res Council Turkey TUBITAK, Educ Res Div, Sci & Soc Dept, TR-06420 Bakanliklar Ankara, Turkey
[2] Univ Tennessee, Dept Theory & Practice Teacher Educ, Knoxville, TN 37996 USA
[3] Texas A&M Univ, Coll Educ & Human Dev, Dept Teaching Learning & Culture, College Stn, TX 77843 USA
来源：
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2015年 / 13卷 / 01期
关键词：
force and motion; immersion unit; science activities; scientific inquiry; PARTICIPANT STRUCTURES; SCHOOL; CURRICULUM; INQUIRY; TEACHERS; STUDENTS;
D O I：
10.1007/s10763-013-9476-y
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this paper, we analyze the science activities offered at 7th grade in the Turkish science and technology curriculum along with addressing the curriculum's original intent. We refer to several science education researchers' ideas, including Chinn & Malhotra's (Science Education, 86:175-218, 2002) theoretical framework and Edelson's (1998) conceptualization of authentic science practices in our analyses. Our primary goal is to critique the science and technology curriculum and then offer alternative insights into learning science and doing science about force and motion concepts at 7th grade from epistemological and sociological perspectives. We introduce an Immersion Unit for teaching and learning the concepts of force and motion and discuss the elements of this immersion approach. Finally, we provide recommendations for designing and implementing similar immersion units for the science activities that are in practice.
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收藏
页码：95 / 121
页数：27
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