Towards a theoretical basis for students' alternative frameworks in science and for science teaching |
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| Authors: | Dr Brian L Jones Professor Kevin F Collis Dr Jane M Watson |
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| Institution: | (1) Faculty of Education, University of Tasmania, 7001 Hobart, Tas.;(2) Department of Education (Hobart), University of Tasmania, 7001 Hobart, Tas. |
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| Abstract: | As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. |
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| Keywords: | |
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