Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review
Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy: A Literature Review
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科学学习的建构主义方法及其对科学教育学的启示：文献综述
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
M. Çakır
中科院分区：
文献类型：
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作者：
M. Çakır
本文关注学习领域的文献，特别是建构主义、概念转变和认知发展方面的文献。它强调此类研究对我们理解学习过程的贡献。这些文献为各级教师在努力让学生实现理解性学习方面提供了指导方针。关于学生学习过程的建构性本质、学生的心智模型以及学生的错误概念的研究，对那些希望为学生有效示范科学推理的教师具有重要意义。本文旨在将这项研究传达给教师、教材作者以及参与科学教师培养的大学教授。本文分为两个主要部分。第一部分着重对三种最具影响力的学习理论以及建构主义学习观进行批判性回顾，并讨论建构主义学习理论所植根的基础。它寻求回答这样一个问题：“当我们考虑自己作为科学教师的角色时，必须牢记哪些建构主义思维的指导原则？”。本文的第二部分着眼于描述学生的另类概念的本质、改变认知结构的方法以及科学学习和教学的认知方面。
This paper draws attention to the literature in the areas of learning, specifically, constructivism, conceptual change and cognitive development. It emphasizes the contribution of such research to our understanding of the learning process. This literature provides guidelines for teachers, at all levels, in their attempt to have their students achieve learning with understanding. Research about the constructive nature of students’ learning processes, about students’ mental models, and students’ misconceptions have important implications for teachers who wish to model scientific reasoning in an effective fashion for their students. This paper aims to communicate this research to teachers, textbook authors, and college professors who involved in the preparation of science teachers. This paper is divided into two major parts. The first part concentrates on a critical review of the three most influential learning theories and constructivist view of learning and discusses the foundation upon which the constructivist theory of learning has been rooted. It seeks an answer to the question of “What are some guiding principles of constructivist thinking that we must keep in mind when we consider our role as science teachers?”. The second part of this paper moves toward describing the nature of students’ alternative conceptions, the ways of changing cognitive structure, and cognitive aspects of learning and teaching science.