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Situational Knowledge in Physics: The Case of Electrodynamics.
Peer reviewed Peer reviewed
Savelsbergh, Elwin R.; de Jong, Ton; Ferguson-Hessler, Monica G. M. – Journal of Research in Science Teaching, 2002
Investigates how situational knowledge differs across individuals of different competence levels. Analyzes participants' descriptions of physics problem situations. Discusses the relationship between competence and the structure of problem situations, differences between experts and novices, and implications for teaching. (Author/KHR)
Descriptors: Cognitive Structures, Competence, Concept Formation, Curriculum Development
Establishing an Epistemological Base for Science Teaching in the Light of Contemporary Notions of the Nature of Science and of How Children Learn Science.
Peer reviewed Peer reviewed
Cleminson, Andrew – Journal of Research in Science Teaching, 1990
Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)
Descriptors: Cognitive Processes, Cognitive Structures, Concept Formation, Curriculum Development
Students' and Teachers' Conceptions of the Nature of Science: A Review of the Research.
Peer reviewed Peer reviewed
Lederman, Norman G. – Journal of Research in Science Teaching, 1992
Reviews research from the past 40 years on students' and teachers' conceptions of the nature of science, clarifies the basic assumptions and logic which have guided earlier research efforts, contrasts the results from qualitative and quantitative research, makes recommendations about research methods, and suggests avenues for future research about…
Descriptors: Cognitive Structures, Curriculum Development, Curriculum Research, Elementary Secondary Education
Concept Maps as a Heuristic for Science Curriculum Development: Toward Improvement in Process and Product.
Peer reviewed Peer reviewed
Starr, Mary L.; Krajcik, Joseph S. – Journal of Research in Science Teaching, 1990
Outlines the use of concept maps as a tool for science curriculum development and discusses the changes that occur in the teacher's view of the curriculum with successive revisions of the maps. Describes and analyzes the maps created by sixth-grade teachers. (PR)
Descriptors: Cognitive Mapping, Cognitive Structures, Concept Formation, Concept Mapping