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Questions and Answers
What is the main issue with translating research on learning into practical results?
What is the main issue with translating research on learning into practical results?
The research paradigms discussed at the 1979 NARST Conference were highly effective in understanding science learning.
The research paradigms discussed at the 1979 NARST Conference were highly effective in understanding science learning.
False
What were the three research paradigms discussed at the 1979 NARST Conference?
What were the three research paradigms discussed at the 1979 NARST Conference?
The behaviorist theory of Robert Gagne, the verbal learning theory of David Ausubel, and the developmental theory of Jean Piaget.
The research on learning has given us increasingly powerful ________________ that improve our understanding of why educational institutions fail to engender scientific literacy in many students.
The research on learning has given us increasingly powerful ________________ that improve our understanding of why educational institutions fail to engender scientific literacy in many students.
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What is the main limitation of the research paradigms discussed at the 1979 NARST Conference?
What is the main limitation of the research paradigms discussed at the 1979 NARST Conference?
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The field of science education has made significant progress in understanding science learning over the past 25 years.
The field of science education has made significant progress in understanding science learning over the past 25 years.
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According to the chapter, the research described in this chapter has more ___________________ to make sense of science learning in natural situations, inside or outside of school classrooms.
According to the chapter, the research described in this chapter has more ___________________ to make sense of science learning in natural situations, inside or outside of school classrooms.
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Match the researcher with their corresponding theory:
Match the researcher with their corresponding theory:
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What is the main goal of using our understanding of science learning to develop better policies and resources for science education?
What is the main goal of using our understanding of science learning to develop better policies and resources for science education?
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Study Notes
Perspectives on Science Learning
- Three research traditions differ in their approaches to characterizing learners and the process of science learning.
- The most important research on student learning has relied on qualitative methods, focusing on individual learners, small groups, or learning in a few classrooms.
Conceptual Change Tradition
- Focuses on scientific literacy as conceptual understanding.
- Has the longest history and most influence within the science education community.
- Encompasses a wide variety of perspectives and practices, tracing back to Jean Piaget's developmental research.
Research Methods and Results
- Moje et al. (2001) analyzed science teaching and learning in a seventh-grade classroom with students from diverse linguistic and cultural backgrounds.
- The teacher, Maestro Tomas, was a native Spanish speaker, and most students were Latino or Latina with varying levels of proficiency in Spanish and English.
- The research team was composed of individuals with diverse linguistic and cultural backgrounds.
Sociocultural Learning
- Focuses on methods that help learners master language and culturally embedded practices.
- Teaches students to communicate meaningfully across linguistic and cultural differences.
- Moje et al. (2001) developed congruent third spaces in classrooms, where everyday and scientific Discourses and knowledge can be negotiated and merged.
Child Rearing and Cultural Perspectives
- Barton and Yang (2000) told a story of frustration and disappointment, highlighting the importance of cultural perspectives in science education.
- Miguel's story showed how cultural power influences equitable science education reforms.
Discussion and Implications
- Science educators can learn from Miguel's story by critically understanding how culture and power influence what creating an inclusive science community might mean.
- Excluding certain populations from formal science education has resulted in the silencing of scientific knowledge.
Developing Prescriptions for Policy and Practice
- Research on learning has improved our understanding of why educational institutions fail to engender scientific literacy in many students.
- We need to develop better ways to translate analytical power into practical results, influencing policies and resources for science education.
Putting the Issues in Perspective
- The field has made significant progress in understanding science learning over the past 25 years.
- Earlier research paradigms, such as behaviorist, verbal learning, and developmental theories, were inadequate and limited in their descriptions of scientific knowledge.
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Description
A comparison of approaches to characterizing learners and the process of science learning, including research goals and methods.
