Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/5037
Title: Children's understanding of scientific concepts
Researcher: Joy, Anu
Guide(s): Sarangapani, Padma
Keywords: Science Education
Science Teaching
Scientific Concepts
Science Learning
Upload Date: 5-Nov-2012
University: Manipal University
Completed Date: 04/01/2012
Abstract: This thesis addressed the question how the multidimensional socio-cultural world of the newlinelearner?the everyday world of the child outside school and the world of the school? newlineinteract and constitute the child?s learning of science. The Indian school is believed to newlinehave a strongly framed curriculum, where everyday knowledge and school knowledge are newlineseparated by a strong boundary. Yet there are many experiences and concepts relating to newlinescience which are also a part of the everyday worlds, and we can ask what the interaction newlineis between the two and how this manifests in and constitutes children?s understanding. This study of children in a middle school in a village Government Malayalam medium school in Kerala was designed to examine their conceptions of ?matter? by taking a socio-cultural situated approach to learning in general and to science learning in newlineparticular. The concept of matter was chosen because it is an important foundational newlineconception in school science and at the same time it is pervasively a part of the child?s newlineeveryday material world. The study attempted to take a situated approach to learning, newlineand to situate children?s understanding of science concepts in the ?total context? of science learning?the everyday world, the school, the curriculum and textbooks for science and the science classroom and pedagogy. Following a Vygotskian approach of situating learning, the socio-cultural, cognitive and science education approaches were seen to be enveloping and related frameworks which can be used together to understand children?s scientific conceptions. The sociocultural perspective along with the science education perspective was drawn upon to understand the context as constituted by science curriculum of the State of Kerala, pedagogic activities as shaped by the textbooks and carried out by the teachers in the science classroom. The cognitive perspective was brought in while examining children?s conceptions of matter. newline
Pagination: 373p.
URI: http://hdl.handle.net/10603/5037
Appears in Departments:National Institute of Advanced Studies, Bangalore

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01-title page.pdfAttached File11.75 kBAdobe PDFView/Open
02_ certificate.pdf224.07 kBAdobe PDFView/Open
03 -abstract.pdf24.91 kBAdobe PDFView/Open
04_declaration.pdf125.6 kBAdobe PDFView/Open
05 -content page.pdf15.25 kBAdobe PDFView/Open
06 -list of tables.pdf10.19 kBAdobe PDFView/Open
07 -chapter 1.pdf67.29 kBAdobe PDFView/Open
08 -chapter 2.pdf117.3 kBAdobe PDFView/Open
09 -chapter 3.pdf81.27 kBAdobe PDFView/Open
10 -chapter 4.pdf293.71 kBAdobe PDFView/Open
11 -chapter 5.pdf257.32 kBAdobe PDFView/Open
12 -chapter 6.pdf134.69 kBAdobe PDFView/Open
13 -chapter 7.pdf272.76 kBAdobe PDFView/Open
14 -chapter 8.pdf96.26 kBAdobe PDFView/Open
15 -references.pdf64.48 kBAdobe PDFView/Open


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