Students' learning in science lessons: towards understanding the learning process |
| |
| Authors: | DR Ken Appleton DR Warren Beasley |
| |
| Institution: | (1) Faculty of Education, Central Queensland University, 4702 Rockhampton, Q.;(2) Graduate School of Education, University of Queensland, 4072 Brisbane, Q. |
| |
| Abstract: | Constructivist views of learning have been applied to science education largely as a response to attempts to understand the
origins of students' misconceptions in science, and therefore the learning process. As part of this effort to understand learning
in science lessons, Appleton (1989) proposed a learning model drawn mainly from Piagetian (1978) ideas and generative learning
theory (Osborne & Wittrock, 1983). This paper explores the development and evolution of the learning model as other constructivist
view were applied, and as the model was tested against students' responses in science lessons. The revised model finally arrived
at is then examined. It was found to be a useful means of describing student's learning processes during a science lesson.
Specializations: primary teacher education, teaching strategies in science, cognitive change and learning theories.
Specializations: secondary science teacher education, chemical education. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
