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

journal contribution
posted on 01.12.2002, 00:00 authored by Russell TytlerRussell Tytler
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.

History

Journal

Australian science teachers journal

Volume

48

Issue

4

Pagination

30 - 35

Publisher

Australian Science Teachers Association

Location

Melbourne, Vic.

ISSN

0045-0855

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2003, EBSCO Publishing

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