ScholarLens Back to search
1985•European Journal of Science EducationRequires access

A conceptual framework for science education: The case study of force and movement

John K. Gilbert, Arden Zylbersztajn

Open publisher page 73 citations

Abstract

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.

About this research paper

What this paper is about

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.

Why it matters

OpenAlex reports 73 citations for this work. Citation counts describe recorded attention and do not establish research quality.

Key contribution

A contribution statement is not available in the OpenAlex record.

Method / approach

Method details are not available in the OpenAlex metadata.

Main findings

Findings are not separately available in the OpenAlex metadata.

Limitations

Limitations are not available in the OpenAlex metadata.

Applications

Application details are not available in the OpenAlex metadata.

Available abstract

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.

Key concepts: Presentation (obstetrics), Science education, Movement (music), Negotiation, Conceptual change, Mathematics education, Sociology, Nature of Science

Related papers

Related paper 1Related paper 2Related paper 3
Back to paper searchBrowse research topicsOriginal source
A conceptual framework for science education: The case study of force and movement — Research Paper | ScholarLens