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Four papers to be used in conjunction with video-tapes developed by the Learning in Science Project are presented. Topic areas of the papers focus on: (1) animals; (2) electric current; (3) force; and (4) science activities. The first paper presents transcripts of class discussions focusing on the scientific meaning of the word animal. The second paper includes excerpts from three interviews where 11-year-old children were asked about their ideas regarding electric currents in a simple electrical circuit, summary of children's ideas about electrical currents, and a sample lesson taking into account their ideas. The third paper includes discussions of scientists'/children's ideas about force, excerpts from interviews with children on their ideas of force, and lessons designed to modify children's views of scientists' views. Presented in the fourth paper are: excerpts from interviews with children designed to provide insight into their views about what happens when a crystal is dissolved in water; an activity involving the dissolving of crystals in water (which makes unfounded assumptions about the ideas children bring with them to the lesson); and an alternative approach to the same lesson where an attempt is made to take the children's views into account. (JN)

One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The inquiry reported focuses on problems/difficulties of learning about the concept of "force" through analysis and comparison of the nature and place of this concept in both "children's science" and "scientist's science." Data were obtained by the "interview-about-instances" procedure in which students were shown diagrams on cards which represented different instances (exemplars) and non-instances (non-exemplars) of the concept. The first section considers children's views of forces, analyzing them in terms of some common aspects of children's science identified from a variety of studies. These studies indicate that children are influenced by everyday use of the word and tend to have a human-centered view of the world and endow objects with human characteristics or endow abstract ideas with an almost material existence. The second section considers how a scientist's conception of force differs from that understood by children, followed by views of students who have been taught physics (including 100 college students). Interview cards used and a summary of other studies on force are included in appendices. (JN)

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to science knowledge/concepts. The intent in presenting these comments/observations is not primarily to provide a balanced view of good and bad aspects for Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations focus on: (1) why basic ideas/concepts are not being acquired; (2) concepts and language (considering words having both popular and technical meanings, and the teaching of force); and (3) scientific knowledge and children's experience (considering statements based on established theory and those based on children's experience, and the lack of correspondence due to limitations in children's experiences). Questions raised from discussions of the comments/observations are included. Also included (in an appendix) are extracts from individual interviews in which students were asked their meaning of the word "force." (JN)

This booklet provides suggestions for student activities appropriate for introducing ideas about forces and their relationship to motion at the Form 1 to 4 level. The overall program is divided into five parts and is based on knowledge of views about force, friction, and gravity which children bring with them to science classrooms. An overview of the program is provided and, in separate sections, the aims and strategies are set forth, and student materials (worksheets, activity sheets, surveys, and others) for each individual part are presented. Students' views about force are determined in part 1. Momentum and momentum changes are investigated in part 2. "Pushes" and "pulls" are examined in part 3. Total force is studied in part 4. Part 5 investigates how some children's ideas have been modified by the learning experiences provided in the previous parts and provides opportunities, if necessary, for further remediation. (Scientists' answers to survey questions and a mathematics activity on force/momentum are found in appendices.) (JN)

In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might be modified by a "force through momentum" approach. The approach builds on children's intuitive ideas of the physicists' momentum concept, introduces the label "momentum" for that concept, and separates out for children the distinct difference between momentum and force. Three types of materials were developed to implement the approach: (1) a booklet containing background information on typical children's/scientists' views on force, friction, and gravity; (2) a booklet providing specific teaching activities directly useable in classrooms; and (3) inservice course material. Classes were surveyed prior to and after the teaching sequence using survey A and survey B (the latter included in an appendix). Although some children had modified their views, there was increase (after instruction) in the number of students who considered momentum to be a force. (Typical survey results and a partial interview transcript of the student who changed his views during one of the trials are included in appendices.) (JN)

This booklet provides teachers with background information on typical children's and scientists' views of force, friction, and gravity. Part 1 presents and discusses a survey instrument designed for teachers to use to clarify their views on the topics. Part 2 contrasts (in chart format) children's and scientists' ideas on the concepts. Parts 3 to 5 present and discuss the scientific view of and children's views of force, friction, and gravity, respectively. Included are students' comments and highlights of surveys conducted during the in-depth phase of the project investigating problems/difficulties in teaching and learning about the three concepts. Implications for teaching are also considered, suggesting that if teachers wish to modify children's views to make them more scientific, there is a need to focus children's attention very clearly on the differences between their views and the scientific viewpoint. Instructional materials have been developed using this approach. (Cards used during in-depth phase interviews to investigate children's views of force are included in an appendix.) (JN)