A conceptual framework for science education: The case study of force and movement

John K. Gilbert · Arden Zylbersztajn

73 citations0/0 files storedEuropean Journal of Science Education

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Science Education and Pedagogy Science and Education Research Educational Theory and Curriculum Studies

Abstract

Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed.

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References

1963The Structure of Scientific Revolutions 1963THE STRUCTURE OF SCIENTIFIC REVOLUTIONS 2013Child's Conception of the World 1959Patterns of Discovery 1982Students’ preconceptions in introductory mechanics 1932The Child's Conception of Physical Causality 1978Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students 1961The Mechanization of the World Picture

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