<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sari Havu-Nuutinen</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CHANGES IN PUPILS’ CONCEPTIONS OF HUMAN BODY BASED ON SCIENCE, TECHNOLOGY AND SOCIETY BASED TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">conceptual change</style></keyword><keyword><style  face="normal" font="default" size="100%">human body research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405172039.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper explores the changes in 12 year old pupils’ conceptions of the organs and systems of the human body. The research was conducted as an intervention study in one Finnish primary school. The instruction was carried out by using the STS teaching approach which aims at linking the studying contents to everyday life contexts. The drawing method was used to catch pupils’ concep¬tions of organs and parts of the body, before and after the teaching period. In addition, nine pupils were interviewed. Re¬sults indicate that before teaching, pupils were able to name several organs of the human body, but they had no understand¬ing of how they function and what is their relation with each other. After the teaching period the pupils were able to name more of the organs and explain more clearly their function and meaning. In particular, the brain and digestive systems were understood more accurately.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">212-223</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLANATIONS FOR PHYSICS PHENOMENA GIVEN BY PRIMARY SCHOOL WOULD-BE TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">arguments</style></keyword><keyword><style  face="normal" font="default" size="100%">explanations</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">reasoning</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404287134.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A naturalistic case study on the way primary school would-be teachers explain physics was conducted in Science and Technology Education.  The study dealt with explaining physics phenomena (mechanics, thermodynamics, optics and electricity) at the beginning and at the end of the course on physics.  Although the students used everyday and scientific knowledge their explanations also offered mixed information that comprised both types. When using scientific knowledge the most advanced justifications were found in the issues concerning mechanics and electricity related phenomena. The students mainly used everyday expressions discussing the cases of light and heat.     
      This study gives detailed information about primary school would-be teachers’ ways of explaining physics phenomena. The would-be teachers explained physics phenomena using different types of knowledge including everyday knowledge, everyday knowledge with scientific concepts, scientific sounding knowledge with everyday concepts and scientific knowledge. Scientific knowledge seems to be necessary in order the would-be teacher succeed in explaining everyday phenomena. The explanations in everyday topics also gave a different picture of the students´ knowledge, from what the exam had given.  The analysis of the explanations can thus give other information on the results of learning.  No difference was observed in the nature of the explanations given by different students. If a primary school would-be teacher did explain one question well, s/he did not necessarily do well in other questions.  No specific coherence between the students and their responses was found.  The would-be teachers possibly have different experiences of everyday life and also due to school science and different mental images of different topics.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">78-91</style></section></record></records></xml>