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A framework for re-thinking learning in science from recent cognitive science perspectives

journal contribution
posted on 01.10.2010, 00:00 authored by Russell TytlerRussell Tytler, Vaughan PrainVaughan Prain
Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices and narrative-based representation rather than learners’ cognitive constructs. In this paper we analyze data from a longitudinal study of primary school children’s learning to outline a framework based on these contemporary accounts, and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students’ representational resources.

History

Journal

International journal of science education

Volume

32

Issue

15

Pagination

2055 - 2078

Publisher

Routledge

Location

Abingdon, England

ISSN

0950-0693

eISSN

1464-5289

Language

eng

Notes

First published on: 10 December 2009

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2010, Taylor & Francis