A framework for re-thinking learning in science from recent cognitive science perspectives Tytler, Russell and Prain, Vaughan 2010, A framework for re-thinking learning in science from recent cognitive science perspectives, International journal of science education, vol. 32, no. 15, pp. 2055-2078, doi: 10.1080/09500690903334849. Attached Files Name Description MIMEType Size Downloads Title A framework for re-thinking learning in science from recent cognitive science perspectives Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Prain, Vaughan orcid.org/0000-0001-5832-4727 Journal name International journal of science education Volume number 32 Issue number 15 Start page 2055 End page 2078 Total pages 24 Publisher Routledge Place of publication Abingdon, England Publication date 2010-10-01 ISSN 0950-0693 1464-5289 Keyword(s) conceptual change language learning qualitative research representations science education Summary 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. Notes First published on: 10 December 2009 Language eng DOI 10.1080/09500690903334849 Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 930102 Learner and Learning Processes HERDC Research category C1 Refereed article in a scholarly journal HERDC collection year 2010 Copyright notice ©2010, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30030681 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 19 Oct 2010, 16:30:48 EST Tue, 02 Nov 2010, 09:03:43 EST Tue, 02 Nov 2010, 11:57:47 EST Tue, 02 Nov 2010, 11:58:25 EST Tue, 02 Nov 2010, 13:53:05 EST Tue, 02 Nov 2010, 13:55:21 EST Mon, 20 Feb 2012, 14:29:43 EST Mon, 16 Jun 2014, 16:38:59 EST Mon, 19 Jan 2015, 12:53:23 EST Wed, 17 Aug 2016, 09:05:23 EST Tue, 06 Sep 2016, 15:57:12 EST Filtered Full Citation counts:   Cited 40 times in TR Web of Science Cited 51 times in Scopus Search Google Scholar Access Statistics: 1240 Abstract Views, 129 File Downloads  -  Detailed Statistics Created: Tue, 19 Oct 2010, 16:30:41 EST by Russell Tytler