CLIS Understanding Energy
The aim of the Children’s Learning in Science Project (CLIS) was to discover how to use a constructivist approach to teach selected topics, and translate this into materials which could be used by teachers. The teaching strategies suggested to achieve the CLIS objectives in lessons include a focus on the use of: *small group discussion to elicit ideas *students reporting back their findings *writing as a means to record ideas and changing views, develop thinking, provide an account of work undertaken *encouragement of students testing their own ideas – using enquiry and practical work *giving time to think about experiences *reviewing ideas – and comparison with previous ideas *choice in learning activities Guidance for using these strategies is provided and developed in the various materials. Examples of learners’ work and thinking are reproduced from working in class, along with transcripts of conversations between teachers and students, and between students themselves.
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Aspects of Secondary Students’ Understanding of Energy
The report from the Children’s Learning in Science Project (CLIS) gives an account of a number of aspects of students’ ideas about energy including:
*Do students use ideas about energy spontaneously to help them interpret phenomena?
*When students are ‘cued’ that energy is involved in a situation,...
Aspects of Secondary Students’ Ideas about Light
The aim of this Children’s Learning in Science Project (CLIS) research study was to describe aspects of secondary school students’ ideas about light and to set these in the context of results from other studies in the area and of the history of ideas about light and...
Secondary Students’ Ideas about Energy: Workshop Pack
This Children’s Learning in Science Project (CLIS) workshop pack was a resource for the professional development of science teachers. The pack was designed to model the CLIS approach to teaching by revealing the misconceptions of the participating teachers.
Contents
*Introduction to...
The Construction of Meaning and Conceptual Change in Classroom Settings: Case Studies on Energy
This document was written as part of the second phase of the work of the Children’s Learning in Science Project (CLIS). In this phase the project team was using the lessons from research in the first phase to develop, trial and evaluate alternative teaching strategies aimed at promoting conceptual change.
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| Subject(s) | Science, Physics |
|---|---|
| Age | 11-14, 14-16 |
| Published | 1980 - 1989 |
| Published by | |
| Collections | |
| Direct URL | https://www.stem.org.uk/cx525 |
