Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men! |
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| Authors: | David F Treagust Reinders Duit |
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| Institution: | (1) Science and Mathematics Education Centre, Curtin University, Perth, Australia;(2) IPN – Leibniz Institute for Science Education, University of Kiel, Kiel, Germany |
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| Abstract: | In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable
construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on
conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best
theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
David F. Treagust
is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses
in campus-based and international programs related to teaching and learning science. His research interests include understanding
students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’
classroom practices.
Reinders Duit
is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central
Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from
conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction
as well as teacher professional development. |
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| Keywords: | Multi-perspective views Conceptual change Science learning Theoretical frameworks |
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