Research on teaching and learning science
Not offered in 1997
Professor R F Gunstone
12 points
* 3 hours per week
* Second semester
* Clayton
Objectives Upon successful completion of this subject, students should understand research methods currently used in studies of science learning; be familiar with ways these research methods have changed and the links between these changes and the nature of the questions asked by researchers, understand ways in which research on science learning has informed the practice of science teaching (particularly for laboratories, assessment, use of analogies, metacognition, and gender and participation); and appropriate links between recently-created pedagogies and the nature of learning.
Synopsis The focus of this subject is on research approaches used to investigate learning and teaching in school science classes, the outcomes of this research, and the implications of these outcomes for the practice of science education. Changes in research approaches over the last thirty years will be considered in terms of underpinning theories, motivating questions, and methodologies. Attention will be given to developmental and information processing theories, with the work of Piaget, Ausubel, and a range of constructivists being of particular concern. Both individual and social constructivist perspectives will be considered, with a focus on the research approaches used by these groups and relevant findings from this research. These perspectives will then be used to consider approaches to researching the practice of science teaching, and the important classroom issues of laboratories, gender and participation, the use of analogies, assessment, and fostering metacognition.
Assessment Library research paper (1500 words): 30%
* Short research
paper (1500 words): 30%
* Report (2000 words): 40%
Recommended texts
Baird J R and Northfield J R (eds) Learning from the PEEL experience Faculty of Education, Monash University, 1992
Fensham P J, Gunstone R F and White R T (eds) The content of science Falmer, 1994
Gable D L (ed.) Handbook of research on science teaching and learning Macmillan, 1994
Osborne R and Freyberg P (eds) Learning in science: The implications of children's science Heinemann, 1995
White R T Learning science Blackwell, 1988
White R T and Gunstone R F Probing understanding Falmer, 1992
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