You are here:

Diagnostic Teaching in the Classroom: Teaching/Learning Strategies to Promote Development in Understanding about Conservation of Mass on Dissolving ARTICLE

,

Research in Science & Technological Education Volume 9, Number 2, ISSN 0263-5143

Abstract

An intervention study with 12- to 13-year-old students which attempts to move students' thinking about matter and the dissolving process toward the school science view by use of activities and group discussion tasks which directly address some of the thinking underlying students' prior ideas is described. Students responses to the strategies employed are discussed. (KR)

Citation

Johnston, K. & Scott, P. (1991). Diagnostic Teaching in the Classroom: Teaching/Learning Strategies to Promote Development in Understanding about Conservation of Mass on Dissolving. Research in Science & Technological Education, 9(2), 193-212. Retrieved August 22, 2018 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords