This article explores the relation between how scientific knowledge is created and the reasoning involved in learning content with understanding. Although an asserted parallel between these underpins reform, little is actually known about this relation. This article offers a model of this relation that draws coherent connections between the…

Presents a model of conceptual change from a social constructivist perspective by examining the fallacious argumentation and discourse patterns revealed by students as they form scientific and social judgments. Provides a framework that will allow science educators to examine samples of thought related to social thinking. (Contains 47 references.)…

Examines the reasoning behind views of atoms and molecules held by students (n=48) and investigates how mental models may assist or hamper further instruction in chemistry. Reports that students prefer models of atoms and molecules that depict them as discrete, concrete structures. Recommends that teachers develop student modeling skills and…

Presents a summary of models and methods of attitude research which are embedded in the theoretical tenets of social psychology and in the broader framework of constructivism. Focuses on the construction of social reality rather than the construction of physical reality. Models include theory of reasoned action, theory of planned behavior, and…

The concepts of sky and visibility distance, as perceived by different learners, are investigated for the first time as a subject of a science education research. Mental models of students with regard to the subject were elicited. They were interpreted in terms of two-level hierarchy: schemes and facets-of-knowledge (defined in the paper). Our…

This work is grounded in a constructivistic conception of the learning of science, more particularly on the model known as teaching-learning as oriented research. In accordance with this theoretical basis we have developed an empirical research project to investigate the teaching of electrostatics in high schools. The designs developed have…

Discusses (1) the need for teachers to understand student conceptions; (2) alternative conceptions that students formulate; (3) changing conceptions; (4) representing conceptual knowledge for studying conceptual change; (5) strategies for inducing change; and (6) a taxonomy of conceptual change. (Contains 61 references.) (MDH)

The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best…