Nicosia: The Cyprus Pedagogical Institute.Ĭhambers, K. In Proceedings of the 2nd International Conference on Science Education (pp. Student relationship to knowledge and science. International Journal of Science Education, 21, 95-117.Ĭaillot, M. Making sense of argumentation and explanation. International Journal of Science Education, 18, 179-191.īerland, L. The electrostatic electro kinetic transition: Instructionaland educational difficulties. Research in Science & Technological Education, 25, 243 - 267. Effect of instruction based on concepttual change activities on students’ understanding of static electricity concepts. Journal of Research in Science Teaching, 28, 363-382.īa?er, M., & Geban, O. Children’s views concerning phase changes. International Journal of Science Education, 16, 157-174.īar, V., & Travis, S. (1994) Stages of children’s views about evaporation. International Journal of Science Education, 17, 695- 704. The effect of culture on the learning of science in non-western cultures: The results of integrated research review. International Journal of Science & Mathematics, 4, 45-71.īaker, D., & Taylor, P. Learning about electricity in elementary school. Development of the concept of heat in children. Previous research and the results of this paper lead to a suggestion of a new approach to electricity instruction in elementary schools.Īlbert, E. Results show development from mostly mechanical explanations at ages 9 - 10 to preference of electrical explanations and wide use of concepts related to electricity at age 11, such as current, electrical charges, or electrons. Qualitative explanations of the pupils show changes during age. The pupils were questioned before and after receiving instruction, and the same pupils were also questioned at the beginning and end of the sixth grade (aged 11 - 12), following a second period of instruction. The sample contained 60 pupils from the fourth grade (aged 9 - 10). The participants were elementary school pupils coming from a traditional population of a village in the Galilee. Inclusion of phenomena not related to electricity was used, to find out to what extent pupils of elementary school attribute these phenomena to electricity.
Changes in pupils’ views concerning natural phenomena, some of which are related to electricity, were investigated.
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