Social Influences on the Construction of Pupils' Understanding of Science

Solomon, Joan

doi:10.1080/03057268708559939

Cited by 213 publications

(147 citation statements)

References 34 publications

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“…The most common influence was coming from thier home environment when they recalled that they had animals kept as pets. As Solomon (1987) points out a greater amount of information is culled from the media in an incidental, unintentional casual fashion where there is exposure to information through watching television programmes. Moreover, Lucas (1986) distinguishes informal instruction, which is intentional from that which is to be found in fiction and advertisements, children in today's world are exposed to informal science, which unlike formal taught science the vast majority of this information is highly attractive.…”

Section: Discussionmentioning

confidence: 99%

“…Along with different members of the family that children have referred to, one finds other significant adults in the child's life for example the teachers, uncles, grandparents etc. Solomon (1987) argues children construct meaning about different scientific concepts that are influenced by agents present in their socialisation process. Indeed, some of the interviewed children mentioned that they obtain information about animals directly from schools, in class and from the teacher.…”

Section: Discussionmentioning

confidence: 99%

“…Cultural influences also have an impact and language forms an important part in cultural issues and everyday knowledge attached to experiences (Dawson, 1992). Moreover, personal and social influences cannot be separated as they occur one and at the same time, a fact we must accept (Solomon, 1987).…”

Section: Introductionmentioning

confidence: 99%

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Animals in the Lives of Young Maltese Children

Tunnicliffe

Gatt

Agius

et al. 2008

EURASIA J MATH SCI T

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Young Maltese children have experience and knowledge of animals. We explored the range of animal with which they are familiar and the origin of this knowledge. The children interviewed were in Pre School, aged 4 years, and in the first year of compulsory education, aged 5 years Verb l questions and photographs were used as the probe to access understanding and the sources of their learning. Different questions explored different concepts -effectively three groupings, animal knowledge, habitats, and source of knowledge. The animals photographed were from three areas that were established as popular with children, namely: pets usually found in homes, familiar animals such as farm animals and wild animals. Reduced sized colored photographs of the animals were used as a cue to encourage children to talk Children recounted instances where they have met animal pictures printed on books, charts and posters. The majority of children were familiar with the selected animals. Apart from the animals shown on the photo cards the children were able to mention a range of other animals the animals mentioned include a range of animals that are not found locally. The most two popular animals children mentioned were the tiger and the lion. Results show that these children possess a high sense of observing detail and interpreting visual material. They mentioned other materials where they have encountered animals, including toys, clothes, blankets, pillows and school stationery and often mentioned their favorite animal characters from the media

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Animals in the Lives of Young Maltese Children

Tunnicliffe

Gatt

Agius

et al. 2008

EURASIA J MATH SCI T

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“…Such informal learning takes place in zoos, museums, parks and aquariums (Falk, 2005). Solomon (1987) points out that a greater amount of information is culled from the media in an incidental, unintentional, casual fashion, where there is exposure to information through watching television programmes. Watching TV programs about animals and nature received almost a similar proportion compared to learning about animals in school (Bjerke, Kaltenborn, & Ødegardstuen, 2001).…”

Section: Discussionmentioning

confidence: 99%

Pupils’ understanding of mammals: an investigation of the cognitive dimension of misconceptions

Kubiatko¹,

Prokop²

2018

Orbis Scholae

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Abstract:The investigation of misconceptions among children is a favorite kind of investigation among researchers. It is possible to meet with the term "cognitive dimension of preconcept". Misconceptions about animals have been reported in various research reports on pupils of di erent ages. This cross-age study is focused on nding misconceptions about mammals among elementary-school children of various ages (from 10 to 15). A questionnaire consisting of 35 multiple choice and open-ended questions was used. This questionnaire was administered to 468 children from 6 elementary schools. We divided the questionnaire items into ve categories according to their character. We focused on nding the di erences in results between the gender and age of the respondents. We found numerous misconceptions across all age groups. Our study provides implications for teaching biology/science especially in the eld of zoology.

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“…Como señala Solomon (1987) los contextos que recuerdan situaciones familiares, en las que sería de esperar la aplicación del conocimiento cotidiano, dificultan la utilización del razonamiento lógico y el conocimiento científico. Esta misma autora indica que, a pesar de estos problemas, la enseñanza de una ciencia aislada del contexto cotidiano no es una opción válida.…”

Section: Número Y Porcentaje De Respuestas (Grandes Categorías) N = 157unclassified

¿Han sido seleccionados o se han acostumbrado? Ideas de estudiantes de biología sobre la selección natural y consistencia entre ellas

Jiménez

Fernández

1989

Infancia y Aprendizaje

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J11 ResumenHave they been selected or have they become accustomed? Biology students' ideas on natural selection and the consistency between them. Abstract When faced with open-response problems on natural selection there was a large percentage of university students of Biology who used explanations which regard adaptation as inherited changes in individuals that are passed on to offspring.A degree of consistency was found between subjects answers to pro blems with different task contexts; although sometimes more than one framework was used by the same subject.is suggested that one of the conditions for promoting conceptual change ir that teachers pay attention to student's ideas.

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Social Influences on the Construction of Pupils' Understanding of Science

Cited by 213 publications

References 34 publications

Animals in the Lives of Young Maltese Children

Animals in the Lives of Young Maltese Children

Pupils’ understanding of mammals: an investigation of the cognitive dimension of misconceptions

¿Han sido seleccionados o se han acostumbrado? Ideas de estudiantes de biología sobre la selección natural y consistencia entre ellas

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