Abstract
This work is part of a long-term research programme concerning the design, development, application and evaluation of a laboratory-based teaching learning sequence (TLS) dealing with fluids. We have developed and discuss here an approach to the teaching of the conceptually demanding topic of fluids, which focuses on promoting student teachers’ conceptual and procedural development towards a suggested scientific model and experimental method. In this study we focus on the design aspects of the TLS as well as on selected results concerning students’ conceptual and, mainly, procedural knowledge.
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Kariotoglou, P. (2002). A Laboratory-based Teaching Learning Sequence on Fluids: Developing Primary Student Teachers’ Conceptual and Procedural Knowledge. In: Psillos, D., Niedderer, H. (eds) Teaching and Learning in the Science Laboratory. Science & Technology Education Library, vol 16. Springer, Dordrecht. https://doi.org/10.1007/0-306-48196-0_10
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DOI: https://doi.org/10.1007/0-306-48196-0_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1018-7
Online ISBN: 978-0-306-48196-3
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