The paper describes two aspects of a research project that focused on vocational science students. The paper begins with a general description of vocational science in the UK, to put the work in context. It then outlines an analysis of the ways in which these students approach problems involving converting between units of measurement. Finally the development and evaluation of computer‐based activities designed to support students in learning about unit conversion are described

Butterfield, Anne

Molyneux‐Hodgson, Susan

Sutherland, Rosamund

English

Anne Butterfield

Rosamund Sutherland

Susan Molyneux-Hodgson

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Learning conversions in science: the case of vocational students in the UK

Within this paper we discuss some of the results of a research project in which we analysed the ways in which vocational science students approached problems involving converting between units of measurement, in the context of science. The project also involved the development and evaluation of computer-based activities written to support pupils in learning about conversions. We started from the premise that learning to convert between units of measurement is critical to a learners&#x0027; development in the realm of science and that having access to a general method would support students&#x0027; efficiency in converting. Our focus on the role of a general rule for converting arose out of a detailed observational study of students working through their science courses (Molyneux and Sutherland, 1996). As a backdrop to our research, we will first discuss the vocational education context in the UK

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Within this paper we discuss some of the results of a research project in which we analysed the ways in which vocational science students approached problems involving converting between units of measurement, in the context of science. The project also involved the development and evaluation of computer-based activities written to support pupils in learning about conversions. We started from the premise that learning to convert between units of measurement is critical to a learners' development in the realm of science and that having access to a general method would support students' efficiency in converting. Our focus on the role of a general rule for converting arose out of a detailed observational study of students working through their science courses (Molyneux and Sutherland, 1996). As a backdrop to our research, we will first discuss the vocational education context in the UK.DOI:10.1080/0968776000080310 </jats:p

Butterfield, A

Sutherland, RJ

Molyneux-Hodgson, S

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Learning conversions in science: The case of vocational students in the UK

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