The aim of the Learning in Science Project is to: (1) investigate science teaching/learning at the Form 1 to 4 level (ages 10 to 14); (2) identify some of the key difficulties in this subject area; and (3) find ways of overcoming such difficulties. The project is seen both as an evaluative and a research project in that it is concerned with…

The first working paper of the Learning in Science Project, "An Initial Framework," outlined what was then seen as the major aims of the project and suggested how these aims might be achieved by three phases of research: exploratory (to observe teaching/learning in Form 1 to 4 science classrooms and to identify difficulties perceived by…

The topic of metals is frequently taught in primary schools. However, when metals are suggested as one of a series of topics for study, students often initially show little enthusiasm for the topic. To determine the ideas that children have about metals the Learning in Science Project (Primary)--LISP(P)--interviewed thirty-eight 9- to 10-year-old…

One area explored in the Learning in Science Project (Primary--LISP(P)--was children's questions about and explanations of phenomena. Data were obtained from work with classes of children, interviews with children, informal discussions with teachers, and observations of two teachers using an alternative teaching model (outlined in an appendix)…

The Learning in Science Project (Primary)--LISP(P)--was designed to investigate the teaching and learning of science in the primary school. This paper summarizes the work undertaken and the findings obtained during the first 9 months of the project. During the first 6 months, an exploratory phase, similar to the original Learning in Science…

This paper, designed to be used in conjunction with a video-tape developed by the Learning in Science Project (Primary)--LISP(P)--shows excerpts from some of the interview schedules used to examine children's ideas about floating and sinking. These interviews involved the use of "interview-about-instances" (IAI) cards (included in an…

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

Discusses children's conceptions of dynamics, comparing them to those of scientists and examining how they are acquired. Also discusses alternative aims of teaching dynamics at the elementary and junior high school levels, providing instructional strategies to achieve these aims. (JN)

This booklet provides teachers with background information on typical children's and scientists' views of force, friction, and gravity. Part 1 presents and discusses a survey instrument designed for teachers to use to clarify their views on the topics. Part 2 contrasts (in chart format) children's and scientists' ideas on the concepts. Parts 3 to…

Two booklets were developed by the Learning in Science Project (Primary)--LISP(P)--to help teachers adopt an approach to primary science teaching which would enhance children's understanding of floating and sinking. Both booklets were designed to enable teachers to reconceptualize their teaching task from activity-driven, didactic teaching to…

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

The Learning in Science Project (Primary)--LISP(P)--was designed to examine problems and difficulties in primary science and to explore ways of overcoming these problems. Early research led to a proposal that children's questions and explanations could form the basis of an alternative teaching approach. However, several issues were raised which…

Science programs provided for primary school have not always been successful. A major reason suggested is that some programs place demands on teachers which many teachers find difficult to meet and which give rise to concerns which restrict their development as teachers of science. Based on the work of the the Learning in Science Project…

One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on the concept of "light" held by 36 students. Data were obtained…

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…