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. The research had…
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 contents of the pack • Suggestions…
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 sight. Contents of the full report Section 1: Introduction Section…
Aspects of Secondary Students’ Understanding of Heat
The report from the Children’s Learning in Science Project (CLIS) gives an account of a number of aspects of students’ ideas about heat including: • Do students differentiate between heat and temperature? • Do students appreciate that heat is needed to produce a change of state, and that temperature remains…
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,…