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Teaching for understanding in science: constructivist / conceptual change teaching approaches
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 journalVolume
48Issue
4Pagination
30 - 35Publisher
Australian Science Teachers AssociationLocation
Melbourne, Vic.ISSN
0045-0855Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2003, EBSCO PublishingUsage metrics
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