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Research in Science Education

, Volume 16, Issue 1, pp 169–174 | Cite as

LISP (Energy) — The framework

  • Malcolm Carr
  • Beverley Bell
  • Valda Kirkwood
  • Jane McChesney
  • Roger Osborne
  • David Symington
Article

Conclusions

Although the formulated guiding principles may be too detailed, and are not readily accessible to teachers, the main features have proven to be of vital importance in our discussions with teachers. These are:
  1. (i)

    that establishing boundaries to systems undergoing change is a vital consideration.

     
  2. (ii)

    that real, and not infinitessimal, changes should be explored and carefully described. In this way the consideration is of observable phenomena rather than invisible constructs.

     

Keywords

Vital Importance Observable Phenomenon Vital Consideration 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. BIDDULPH, F. & OSBORNE, R.J. (1984).Making Sense of our World: an Interactive Teaching Approach. S.E.R.U., University of Waikato, Hamilton, N.Z.Google Scholar
  2. ORIVER, R. & MILLAR, R. (1986).Energy Matters. Proceedings of an Invited Conference: Teaching about energy within the secondary school curriculum. Centre for Studies in Science and Mathematics Education, University of Leeds.Google Scholar
  3. STEAD, B. (1980).Energy. Working Paper No. 18, S.E.R.U., University of Waikato, Hamilton, N.Z.Google Scholar
  4. WELCH, W.W. (1986).Learning About Energy: a review of the Literature. Working Paper No. 301, S.E.R.U., University of Waikato, Hamilton, N.Z.Google Scholar

Copyright information

© Australian Science Education Research Association 1986

Authors and Affiliations

  • Malcolm Carr
  • Beverley Bell
  • Valda Kirkwood
  • Jane McChesney
  • Roger Osborne
  • David Symington

There are no affiliations available

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