Teaching for understanding in science: constructivist / conceptual change teaching approaches

Tytler, Russell 2002, Teaching for understanding in science: constructivist / conceptual change teaching approaches, Australian science teachers journal, vol. 48, no. 4, pp. 30-35.

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Title Teaching for understanding in science: constructivist / conceptual change teaching approaches
Author(s) Tytler, Russell
Journal name Australian science teachers journal
Volume number 48
Issue number 4
Start page 30
End page 35
Publisher Australian Science Teachers Association
Place of publication Melbourne, Vic.
Publication date 2002-12
ISSN 0045-0855
Keyword(s) Learning
Students
Science -- Study & teaching
Summary This two-paper set has arisen from a concern within the Victorian Science in Schools Research Project, to help teachers support student learning of science content. In the first paper, the research on student learning of science conceptions was reviewed, and the major findings presented. It traced the changing ways we have viewed science teaching and learning, over the last two decades. This second paper looks at a variety of teaching schemes that aim to support meaningful learning in science, some based on the metaphor of conceptual change, and draws out principles from these for how we might best support student learning of major science ideas.
Language eng
Field of Research 130309 Learning Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2003, EBSCO Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001802

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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