Dimensions of progression in a curriculum

Adey, Philip

doi:10.1080/0958517970080304

Cited by 13 publications

(9 citation statements)

References 14 publications

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“…These studies help us to formulate progression hypotheses, which facilitate understanding in specific areas (Driver et al, 1994;Millar et al, 1996;Rahayun & Tytler, 1999). These progression hypotheses will help to "map" understanding and form a sound basis from a psychological point of view for the decision making concerning the sequence of lesson contents (Adey, 1997).…”

Section: Framework Of Approachmentioning

confidence: 99%

Difficulties in learning the introductory magnetic field theory in the first years of university

2004

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This study examined university engineering and physical science students' misconceptions of the nature of magnetic field. It is assumed that a significant knowledge of the sources of magnetic field is a basic prerequisite when students have to think about electromagnetic phenomena. To analyze students' conceptions, we have taken into account the fact that individuals build mental representations to help them understand the functioning of a physical system. These mental representations include different explanatory categories of reality in one same individual, depending on the context and the contents concerned. Therefore, we have designed an interview and an open-question questionnaire with an emphasis on explanations, so as to analyze the students' reasoning. We found that most of the students failed to identify the source of the magnetic field and they confuse magnetic force and magnetic field. It is concluded that although the questionnaire and interviews involved a wide range of phenomena, the misconceptions identified fall into four main categories of explanations which can inform curriculum development by identifying the strengths and weaknesses of the students' conceptions.

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Section: Framework Of Approachmentioning

confidence: 99%

Difficulties in learning the introductory magnetic field theory in the first years of university

2004

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“…Hay investigadores, como Adey (1997), que están preocupados sobre la relación entre la progresión del aprendizaje y la secuenciación de contenidos y consideran importante investigar si el conocimiento de cualquier tema puede ser organizado de acuerdo con una jerarquía que favorezca el entendimiento. A los autores de este trabajo nos parece que la secuenciación inducida por la figura 3 es una respuesta conveniente a esta preocupación.…”

Section: Metodología Y Secuenciación Para La Intervención Pedagógicaunclassified

La dimensión ciencia-tecnología-sociedad del tema de ácidos y bases en un aula del bachillerato

et al. 2011

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<span>This work has as its foundation the use of models and the structuring of a didactic unit with three learning sequences, to introduce the Science-Technology-Society dimension in the teaching of acids and bases in high school level. The introduction includes a general survey on the theoretical foundations of STS dimension, modeling in science teaching and the construction of didactic units. The importance of the topic of acid and bases is argued and the design of a STS sequence on this topic is discussed for its application on a sixth semester high school class in Colegio de Ciencias y Humanidades of Universidad Nacional Autónoma de México.</span>

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“…Investigadores como Adey (1997) han planteado como cuestión a investigar si puede el conocimiento de cualquier materia organizarse de acuerdo con una jerarquía que favorezca su comprensión. Y aunque es sabido que puede haber muchas soluciones a esta jerarquización del contenido, se busca estudiar cómo progresa empíricamente el estudiante con el fin de fundamentar más desde el punto de vista de la psicología la secuencia de contenidos en la enseñanza.…”

Section: Introductionunclassified

Comprenden los estudiantes de 2º de bachillerato el comportamiento ácido-base de las sustancias? Análisis de las dificultades de aprendizaje.

Más¹,

Calatayud²,

Barcenas³

2007

TED

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Resumen: Los estudiantes que finalizan sus estudios de bachillerato (17 o 18 años) deberían ser capaces de comprender las conceptualizaciones macroscópica y microscópica del comportamiento ácido-base y la relación entre estos modelos conceptuales. Este trabajo tiene por objeto ver en qué medida estos estudiantes dominan estos conocimientos y explican las propiedades de ácidos, bases y sales, a partir de sus moléculas (iones y moléculas). El estudio realizado revela que tienen un pobre conocimiento conceptual y procedimental del comportamiento ácido-base de las sustancias y sus disoluciones. La mayoría tiene dificultades para diferenciar entre ion y átomo de un elemento y consecuentemente no disponen de recursos para interpretar propiedades de las sustancias tales como la disolución en agua y la conductividad eléctrica.Palabras clave: aprendizaje, evaluación, comportamiento ácido-base, soluciones acuosas. Understands the students of 2º of baccalaureate behavior acid-base behavior of the substances? Analysis of the learning difficultiesAbstract: By the end of their high school studies, students should be able to understand macroscopic and sub-microscopic conceptualization of acid-base behavior and the relationship between these conceptual models. The aim of this article is to ascertain whether or not grade 12 students have sufficient background knowledge to correctly explain the properties of acids, bases and salts from their constituent entities (ions or molecules). This study reveals that grade 12 students lack some of the necessary knowledge and skills to understand the acid base behavior of substances. They do not differentiate between the ion and atom of an element and consequently find it difficult to interpret the properties of substances such as solution in water and electrical conductivity.

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Dimensions of progression in a curriculum

Cited by 13 publications

References 14 publications

Difficulties in learning the introductory magnetic field theory in the first years of university

Difficulties in learning the introductory magnetic field theory in the first years of university

La dimensión ciencia-tecnología-sociedad del tema de ácidos y bases en un aula del bachillerato

Comprenden los estudiantes de 2º de bachillerato el comportamiento ácido-base de las sustancias? Análisis de las dificultades de aprendizaje.

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