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.

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Title A framework for re-thinking learning in science from recent cognitive science perspectives
Author(s) Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Prain, VaughanORCID iD for 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
Keyword(s) conceptual change
qualitative research
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
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Created: Tue, 19 Oct 2010, 16:30:41 EST by Russell Tytler

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