Developing teaching with an explicit focus on scientific thinking

By Keith S. Taber, et al.

Issue 361 | Page 75 | Published Jun 2016

Login to see content The following document is not available for your current membership, please sign up here

Description

A teaching module to introduce students to a feature of the nature of science (analogies and models) through learning about a curriculum topic (electricity) was developed and field tested.

More from this issue

Going with the flow: using analogies to explain electric circuits

Analogies relating to electric circuits can aid understanding but the limitations of such analogies should always be considered.

Jan 2016

Journal Article

Novelty, variety, relevance, challenge and assessment: how science investigations influence the motivation of year 11 students in New Zealand

A report on what year 11 students in a New Zealand secondary school say about their motivation to learn by doing science investigation, teachers...

Jan 2016

Journal Article

Does the use of mobile multimedia devices in practical lessons affect the motivation of pupils?

An investigation into the effect of touchscreen devices in practical lessons on knowledge gain and performance of pupils ages 12 15 years.

Jan 2016

Journal Article

Search form

You are here