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Tytler, Russell – Cultural Studies of Science Education, 2018
This article discusses a case for a different, socio-cultural way of looking at learning progressions as treated in the next generation science standards (NGSS) as described by Ralph Cordova and Phyllis Balcerzak's paper "Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards…
Descriptors: Learning Processes, Academic Standards, Science Education, Science Curriculum
Schunn, Christian D. – Educational Psychology Review, 2017
This concluding commentary takes the perspective of research on practicing scientists and engineers to consider what open areas and future directions on relational thinking and learning should be considered beyond the impressive research presented in the special issue. Areas for more work include (a) a need to examine educational applications of…
Descriptors: Scientists, Engineering, Teaching Methods, Thinking Skills
Kulgemeyer, Christoph – EURASIA Journal of Mathematics, Science & Technology Education, 2014
Hans Niedderer has contributed a lot to German physics education research. His work includes quantitative and qualitative studies about topics like the learning of physics concepts or the history and philosophy of science in science teaching, he has worked on theoretical issues as well as on textbooks. But it is not only his work that is…
Descriptors: Physics, Science Education, Educational Research, Learning Processes
Anderson, Ross C. – Mind, Brain, and Education, 2018
In this commentary, I build on recent interdisciplinary models for embodied cognition with additional perspectives from affective neuroscience, educational psychology, creativity theory, and science education. I invoke William James and John Dewey, pioneers of an embodied philosophy of mind, alongside recent affective neuroscience theory about the…
Descriptors: Creativity, Schemata (Cognition), Interdisciplinary Approach, Neurosciences
Núñez, Rafael – International Journal of Science Education, 2015
The last couple of decades have seen an enormous development in the study of embodied cognition through the investigation of conceptual mappings, such as conceptual metaphor and conceptual blending. Initially, this progress was achieved at a theoretical level, and more recently through empirical research in basic science--from psycholinguistics,…
Descriptors: Cognitive Mapping, Concept Formation, Scientific Concepts, Schemata (Cognition)
Chinn, Pauline W. U. – Cultural Studies of Science Education, 2012
Maria Andree focuses on an immigrant student whose error in a laboratory activity leads to a novel, colorful outcome that she excitedly shares with peers. After engaging in class activities for a few weeks she returns to her earlier dislike of science, saying: "I hate science, particularly Chemistry." The classroom activity system…
Descriptors: Foreign Countries, Class Activities, Cultural Pluralism, Learning Theories
Hsu, Pei-Ling – Cultural Studies of Science Education, 2010
This commentary dialogues with three articles that analyze the same database about science and religion discourse produced 17 years ago. Dialogues in these three articles and this commentary across space and time allow us to develop new and different understandings of the same database and situation. As part of this commentary, I discuss topics…
Descriptors: Constructivism (Learning), Persuasive Discourse, Databases, Religion
Bharucha, Jamshed – Chronicle of Higher Education, 2008
There is a sense of urgency in America today, reminiscent of the "space race" rhetoric of the cold-war era, that Americans must get their act together in science, technology, engineering, and mathematics (STEM) education because the Asians are coming. Many people believe that higher-education institutions in countries like China and…
Descriptors: Science Education, Mathematics Education, Technology Education, Engineering Education

Mosenthal, Peter B.; Cavallo, Ann M. L. – Peabody Journal of Education, 1998
Identifies structures, contents, and procedures necessary for operationalizing knowledge states and processes, arguing that most knowledge of scientific domains can be represented through four knowledge model structures. Demonstrates how to use knowledge modeling to profile learners' changing knowledge states about scientific phenomena, suggesting…
Descriptors: Elementary Secondary Education, Epistemology, Learning Processes, Modeling (Psychology)

Heywood, Dave – Cambridge Journal of Education, 2002
Finds the role of analogy in learning extensively researched. Argues research should shift focus from determining effectiveness of analogy in cognitive transfer from base to target domains towards recognition of the role of analogy in generating engagement in the learning process. Draws on hermeneutic philosophy to provide a theoretical framework.…
Descriptors: Elementary Secondary Education, Foreign Countries, Hermeneutics, Learning Processes
Bruer, John T. – CBE - Life Sciences Education, 2006
The author is skeptical about the implications of neuroscience for education currently and into the near future. His skepticism derives from several concerns, but a common theme runs through all of them: attempts to link neuroscience with education pay insufficient attention to psychology. In this article, the author presents four variations on…
Descriptors: Neurology, Science Education, Theory Practice Relationship, Cognitive Psychology
Brickhouse, Nancy W.; Kittleson, Julie M. – Educational Theory, 2006
Although the natural sciences are dedicated to understanding the natural world, they are also dynamic and shaped by cultural values. The sciences and attendant technologies could be very responsive to a population that participates in and uses them responsibly. In this essay, Nancy Brickhouse and Julie Kittleson argue for re-visioning the sciences…
Descriptors: Natural Sciences, Science Education, Justice, Values

Bereiter, Carl – Educational Researcher, 1994
Examines the concept of learning from both constructivist and sociocultural perspectives and introduces a third perspective based on K. R. Popper's philosophy of science. It is argued that constructivism cannot adequately account for the immaterial objects that Popper located in his World 3--abstract mathematical and scientific objects. (GLR)
Descriptors: Cognitive Processes, Constructivism (Learning), Epistemology, Learning Processes
von Glasersfeld, Ernst – 1989
Like any apparently novel approach to the basic epistemological problems of "knowledge," the constructivist ideas that have spread in the last 20 years continue to generate a host of negative as well as a few positive reactions. This document focuses on some aspects of Radical Constructivism, as distinct from "trivial"…
Descriptors: Cognitive Processes, Cognitive Structures, Educational Philosophy, Educational Theories

Rennie, Leonie J.; Feher, Elsa; Dierking, Lynn D.; Falk, John H. – Journal of Research in Science Teaching, 2003
Discusses six issues that were the focus of the Ad Hoc Committee's Policy Statement and relates them to conducting research in the domain of out-of-school science learning. Suggests avenues for research in this area. (KHR)
Descriptors: Curiosity, Educational Environment, Elementary Secondary Education, Learning Motivation