Tools for bridging the cultures of everyday and scientific thinking

Jan Hawkins · Roy D. Pea

202 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Evolution and Science Education Science Education and Perceptions

Abstract

Abstract A perspective about science education is developed which has implications for the design of interactive learning technologies. Current philosophical work concerning the interpretative nature of scientific inquiry is reviewed as a context for discussing the situation of the child in developing scientific understanding. This view of learning emphasizes the relationships among informal understanding, conceptual change, and enculturation into modes of scientific discourse. A prototype software system for supporting scientific inquiry processes in students is described.

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References

1963The Structure of Scientific Revolutions 1962Thought and language 1986Handbook of research on teaching 1932A Handbook of Child Psychology 1975The Interpretation of Cultures: Selected Essays.1963The Structure of Scientific Revolutions 1910How We Think 1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

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2000Worldview Theory and Science Education Research 1993Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change 2004The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding 1990Learning scientific reasoning skills in microcomputer‐based laboratories 1998Realising Authentic Science Learning through the Adaptation of Scientific Practice 2002Addressing children's alternative frameworks of the Moon's phases and eclipses

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