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A Report of Research on Critical Barriers to the Learning And DOCUMENT RESUME -- ED 225 812 SE 039 849 AUTHOR Hawkins, D'S7.7id; And Others TITLE Report of Research on Critical Barriers to the -Learning-and-Understanding of Elementary Science. INSTITUTION Colorado Univ., Boulder. SPONS AGENCY National Science Foundation, Washington, D.C. REPORT NO NSF-SED-82021 PUB DATE [82] CCNTRACT SED-80-08581 NOTE 344p. PUB TYPE Reports - Research/Technical (143) -- Reports Descriptive (141) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS College Science; *Comprehension; Concept Formation; Course Descriptions; Educational Research; Elementary Secondary Education; Energy; Higher Education; *Learning; *Mathematics; *Science Education; Science History; *Science Instruction; Scientifid Concepts IDENTIFIERS *Conceptual Barriers; National Science Foundation; Science Education Research ABSTRACT Presented in this document are essays related to a research project focusing on conceptual obstacles which confine and inhibit scientific understanding (conceptual barriers). These include a short summary of research activities; research methodology;outline of a theory and summary of supporting evidence related to conceptual barriers encountered in teaching science to adults; students' views on critical barriers; a taxonomy of critical barriers(focusing on pervasive barriers, barriers recognized in narrower contexts, and barriers related to mathematics); problems with mathematics; ecological contexts of critical barriers (psychological sources of learning problems, differences in personal learning styles, and problems with pedagogenic causes); clues from science history (biographical/historical sources of critical barriers); description of a college level "Man and Nature-Energy" course, including list of difficulties students encountered; and notes and reflections on the course by a participant/observer. A list of references, annotated list of relevant psychological literature, and the proposal submitted to the National Science Foundation (NSF) are included. The NSF proposal provides the rationale/background for and significance of the research. The document is associated with five additional volumes of detailed records. Contents of these volumes are included at the beginning of this document, (Author/JN) ********************x************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *******************k*************************************************** U S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION cb JERIEmc) ITN,. doonew ha, been reproducedOS O.( el, ell If 001 Ofe fferWO Of01931111(.10011 019171.0019 11 Moor ( 1,100/0(11 f4).40. 10 anrnove fe0u0444.10444 4,Poon,(00wwwww.w,stmlow r\J moudonotrwww,mtothwINa 00,atonwpwAy REPORT OF LCN RESEARCH ON CRITICAL BARRIERS C\J TO.THE LEARNENG AND UNDERSTANDINGOF ELEMEnTARY SCIENCE C:3 # SED80-08581 14.1 National Science Foundation Contract by Maja Apelvan Ronald Coltón Abraham Flexer David Hawkins, Principal Investigator "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY with the help of .&&(hze/Yea,frze..A_ Anthony Kallett Barbara Gerety TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Kristin Leofsky Connie Eppich of the Mountain View Center Campus Box 328 University of Colorado Boulder, CO. 80309 2 NSF-SED-aaaal Preface Ihis_volume_of_essays., associated with five additional volumes of _detailed records, represents a partial culmination of two years of research on science teaching. In these essays we have undertaken to abstract, analyze, and give theoretical formulation to material contained in the record (and, of course, in personal notes and memories). The record,is one of teaching sessions in two types of courses, one for undeTgraduates and one for elementary school teachers, inservice; it is also a record of teachers' commentaries and of our staff discussions along the way, plus other material which seemed appropriate to include (Table-of Contehts, below). In our original proposal (Appendix B) wg asked for financial support over a three year period. As finally granted our support from the National Science Foundation was for half of that period, with theinjunction that we were to demonstrate the feasibility of theprocedures we had proposed to use. In the matter of time we have found sufficient non-NSFfunding so that we could continue our work for an extra semester, and augmenting our staff for the last year by one half-time researcher. Our major activities, as mentioned above, have been tgo intensive teaching-observing commitments. One of these was to co-teach and observe an undergraduate course, Man and Energy, inthe Fall of 1980 and again in the Spring of 1981. The description of this course is contained in RonCOlton's paper on the Energy course (pp. 1) and MajaApelman's papet (pp. I) and a commentary on it in the essay,Notes and' Reflections on Course by Maja Apelman. Dr. Apelman, a long-time member of thestaff of the Mountain View Center, experienced as a teacher of young childrer and as aprofessional\ advisor to elementary school teachers, describesherself as scientifically 3 - difficulties in science which areoften on naive, encountering conceptual students she is observing. This a par with, andtuned to, those of the iEr-titonce-a-tiability-and-an-assetAs_a reading_of her circumstance will oiten be that sheanticipates essay (firstreference) will show, the asset which students are and understands, in her own-person,the very difficulties experiencing. I,(David Hawkins) Ronald Colton took part inthis course both semesters, lectures, and shared alaboratory/discussion in one. We each gave occasional section. participation in this course The outstandingopportunity provided by students' struggles with ourjoint efforts was the opportunityto observe of scale: to deal simply, to expand what canbe called their horizons reliable approximation,with but meaningfully andwith some sense for nuclei. planetary affairs but also, atthe same time, with atoms and Ronald Much of our experience inthis,course is reflected in Professor "Man and Nature - Energy Colton's two essays,"Problems of Mathematics" and Courses". This major commitment of time wasvaluable to us in several ways, such a explicated in the essaysmentioned above. We would not again make in either the plan commitment, however,without a substantial alteration of the course or in our ownresearch aims. demanding of time As matters actuallydeveloped the course became too almost no time for for preparation, teachingand tutoring, affording leisurely class discussion orresearch interviews. barriers and related The major source ofevidence concerning critical semester-long courses for matters is derived, inconsequence, from our two of these courses occupiesthe greater part of teachers. A detailed record almost all of five volumes (see Contentsbelow). This record includes It excludes periods when wewere our little lecturesand discussions. t 4 in small groups for lab work, and a few other occasions. On these occasions we kept individual notes not reproduced here. The teaChers in these two courses (about 10 in each group) were selected on the basis of their responses to descriptions which we circulated. Several of them were already well known to us from their previous association with the Mountain View Centcr, and known as able and serious professional teachers. They could also be described, mainly, as scientifically naive, for the most part laaing even the rudiments of modern understanding in the physical and natural sciences. Finally, and most importantly, these teachers came forward with some understanding of our purpose.This purpose was the dual one of helping them learn more elementary science, relevant,, to their own teaching, and of enlisting their help in describing and accounting for the conceptual difficulties they had already'experienced ip learning science, or would experience under our tutelage. The topics for the first semester were Size and Scale, ahd Heat and Temperature. For the second semester the sole topic was Light and Color. The essays included in this volume are diverse in style and viewpoint. This diversity reflects the stage to which our research has advanced, a stage at which there is an embarassment of riches, a record containing far more than we have been willing, or able, to use. For such data as can be extracted from our five volumes of record there is no easy summary possible, and for most readers our samplings from them, in these essays, must be taken on faith. The original volumes are course available for scrutiny by anyone sufficiently interested. Parts of them would prove fascinating reading, while other parts (poorly transcribed, for example) would prove almost unintelligible to one not cued in by personal memory. In another year, as originally requested, wecould have sampled more widely across the range of ages, backgrounds, and subject matter_ The iv 5 r 4 difficulties to those of adults goes relation of childrens' conceptual have not been able to conductthe unexamined, for example, moreover we , social right kind of search for barrierphenomena in the biological.and sciences, a challenge we hadhoped to meet. unified account In another year we could alsohave arrived at a more ' apologia, of the several topics reportedhere. Having duly recorded this helped however, we would like to express ourconviction that we have indeed positive define a major area of educationalsearch and research, and by style of - findings in this area have demonstratedthe feasibility
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