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Advisor(s)
Abstract(s)
In this work, we present a teaching-learning sequence on colour intended to a
pre-service elementary teacher programme informed by History and Philosophy of
Science. Working in a socio-constructivist framework, we made an excursion on the
history of colour. Our excursion through history of colour, as well as the reported
misconception on colour helps us to inform the constructions of the teaching-learning
sequence. We apply a questionnaire both before and after each of the two cycles of
action-research in order to assess students’ knowledge evolution on colour and to
evaluate our teaching-learning sequence. Finally, we present a discussion on the
persistence of deep-rooted alternative conceptions.
Description
Keywords
Colour Conceptual change History and philosophy of science Pre-service elementary teachers Teaching-learning sequence
Citation
Maurício, P., Valente, B., & Chagas, I. (2016). A Teaching-Learning Sequence of Colour Informed by History and Philosophy of Science. International Journal of Science and Mathematics Education, 1–18. http://doi.org/10.1007/s10763-016-9736-8
Publisher
Springer