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.
HEALTH and SAFETY
Any use of a resource that includes a practical activity must include a risk assessment.
Please note that collections may contain ARCHIVE resources, which were developed at a much earlier date.
Since that time there have been significant changes in the rules and guidance affecting laboratory practical work.
Further information is provided in our Health and Safety guidance.
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,…
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…
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…
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’ 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…
Collections
The collection is part of Centre for Studies in Science and Mathematics Education
- Children’s Learning in Science Project
- CLIS Understanding Energy
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