Skip to main content
SpringerLink
Log in

Drawing together teaching methods and strategies into a model for science education

  • Published:
Research in Science Education Aims and scope Submit manuscript

Conclusions

It is time to provide a synthesis of ideas in Science Education. Tisher (1987) has asked-do the results of research inform practice? In this paper a learning cycle has been outlined which draws on recent areas of research and linked it to existing cycles to provide an extended and refinded model for classroom practice.

The synthesis of these ideas provides two important outcomes:

  1. 1.

    an effective working model for teacher, and

  2. 2.

    a situation in which students can not only say, “I can do it” or even “I know I can do it” but more importantly “I know how I know”.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • ABRAHAM, M. R. & RENNER, J. W. (1986) The sequence of learning cycles in high school chemistry.Journal of Research in Science Teaching,23 (2).

  • BAIRD, J. R. (1986) Improving learning through enhanced metacognition: a classroom study.European Journal of Science Education, 8, (3), 263–282.

    Google Scholar 

  • BAIRD, J. R. & WHITE, R. (1982) Improving self-control of learning.Instructional Science, 11, 227–247.

    Article  Google Scholar 

  • BROWN, H. D. (1980) The Optimal Distance Model of Second Language AcquisitionTESOL Quarterly, 14 (2), 157–164.

    Google Scholar 

  • CHAMPAGNE, A., GUNSTONE, R. & KLOPFER L. (1983) Naive knowledge and science learning.Research in Science and Technological Education, 1 (2), 173–183.

    Google Scholar 

  • COOPER, T., REDDEN, M., & SEIDENSTEIN, R. (1984) A model for instruction in mathematics.Research in Mathematics in Australia 2, 2–17.

    Google Scholar 

  • DRIVER, R., GUESNE, E., & TIBERGHIEN, A., (ed) (1985)Children's Ideas in Science Milton Keynes. Open University Press.

    Google Scholar 

  • ELSTGEEST, J. (1985) The right questions at the right time In Harlen, W. (ed)Primary Science: taking the plunge London, Heinemann.

    Google Scholar 

  • FRASER, B. J. & FISHER, D. L. (1982) Predicting students' outcomes from their perceptions of classroom psychosocial environment.American Education Research Journal, 19, 498–518.

    Google Scholar 

  • GLASSER, R. (1984) Education on thinking: The role of knowledge.Americal Psychologist, 39 (2), 93–104.

    Google Scholar 

  • HILL, D. H., BAKER, S. R., TALLEY, L. H., & HOBDAY, M. D. (1980) Language preferences of fresh man chemistry students: an exploratory study.Journal of Research in Science Teaching 17 (6), 571–576.

    Google Scholar 

  • HILL, D., REDDEN, M. FRANCIS, R., BAKER, S. & SPIKLER, T. (1986) Science and mathematics: Developing a common approach to instruction.Journal of Science and Mathematics Education in S.E.Asia,IX, (2).

  • KARPLUS, R. (1977) Science teaching and the development of reasoning.Journal of Research in Science Teaching, 14, 169–175.

    Google Scholar 

  • KELLY, A. (Ed) (1981) Sex differences in science achievement.The Missing Half. Manchester, Manchester University Press, 20–41.

    Google Scholar 

  • LEE, K. W. (1985) Cognitive variables in problem solving, in chemistry.Research in Science Education, 15, 43–50.

    Google Scholar 

  • LEE, K., & FENSHAM, P. (1987) Teacher/student participation in a chemical research project.Lab Talk, 31 (1), 32–33.

    Google Scholar 

  • MANTHORPE, C. A. (1985) Man's science, women's science or science? Some issues related to the study of girls science education.Studies in Science Education, 65–80.

  • MITCHELL, I., & BAIRD, J. (1985) A school-based multi-faceted action research project to encourage metacognitive behaviour.Research in Science Education, 15, 37–42.

    Google Scholar 

  • OLSEN, J. (1980)Innovations in the Science Curriculum, Croom Helm, Bechenham.

    Google Scholar 

  • OSBORNE, R., & FREYBERG, P. (1985)Learning in Science: The Implications of Children's Science. Auckland, N. Z., Heinemann.

    Google Scholar 

  • OSBORNE, R., & WHITTROCK, M. (1985) The generative learning model and its implications for science education.Studies in Science Education, 12, 59–87.

    Google Scholar 

  • REDDEN, M. G. (1987) Conference Presentation, MERGA, Townsville.

    Google Scholar 

  • RENNER, J. W., ABRAHAM, M. R. & BIRNIE, H. H. (1985) The importance of form of student acquisition of data in physics learning cycles.Journal of Research in Science Teaching, 22, 303.

    Google Scholar 

  • ROWELL, J. A., & DAWSON, C. J. (1986) Intergrating schematic representations of knowledge: A theoretical stimulus to science education?Research in Science Education, 16, 226–232.

    Google Scholar 

  • ROWELL, J. A., & DAWSON, C. J. (1980) Equilibration, conflict and instruction: a new class-oriented perpective. European Journal of Science Education 7, 331–344.

    Google Scholar 

  • SCHNEIDER, L. S. & RENNER, K. W. (1980) Concrete and formal, teaching.Journal of Research in Science Teaching, 17, 504.

    Google Scholar 

  • TINDALL, R. (1985) The Karplus learning cycle applied to the teaching of electrical resistance.South Australian Science Teachers Association Journal,Dec, 11–19.

  • TISHER, R. (1987) Cartographer, miner, model, building or catalyst: alternative roles for educational researchers in South-East Asia.Journal of Science and Maths Education in S. E. Asia, x (1), 15–19.

    Google Scholar 

  • WALKER, D. (1985)Doing Research London, Methusen.

    Google Scholar 

  • WARD, C. R., & HERRON, J. D. (1980) Helping students understand formal chemistry concepts.Journal of Research in Science Teaching, 17, 387.

    Google Scholar 

Download references

Authors
  1. Rod Francis
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Francis, R. Drawing together teaching methods and strategies into a model for science education. Research in Science Education 17, 175–181 (1987). https://doi.org/10.1007/BF02357185

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02357185

Keywords

Search

Navigation