Beyond conceptual change learning in science education: focusing on transfer,durability and metacognition |
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| Authors: | Petros Georghiades |
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| Institution: | 204 Upper Road, Kennington, Oxford , OX1 5LR |
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| Abstract: | The frequently encountered problems of students being unable to utilize schoollearned science in different contexts, and of students forgetting what they have learned in a short time after initial instruction, are two important problems for classroom practitioners. This paper advocates a shift in focus of conceptual change learning research in order to address these problems. It draws upon four overlapping areas: conceptual change learning is the broad subject area that sets the epistemological background; transfer and durability of scientific conceptions are the two problem areas under scrutiny, while metacognition is seen as potential mediator of improvement. The paper offers a brief review of existing literature on the four areas; it proposes confronting the two problems by incorporating metacognitive instruction in the learning environment of primary school science; and it reports on recently completed research. |
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| Keywords: | Conceptual Change Learning Metacognition Transfer Durability Primary Science |
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