Abstract
Argues that science students often perceive physical events, the nature of scientific knowledge, and the nature of learning processes in different ways from science teachers and scientists, and that science teachers need to account for these differences in planning their science teaching. Contains 40 references. (WRM)
| Original language | English |
|---|---|
| Pages (from-to) | 36-42 |
| Number of pages | 7 |
| Journal | Science Educator |
| Volume | 8 |
| Issue number | 1 |
| Publication status | Published - 1999 |
Keywords
- Cognitive Processes
- Concept Formation
- Educational Research
- Elementary Secondary Education
- Epistemology
- Learning Processes
- Misconceptions
- Problem Solving
- Science Instruction
- Scientific Concepts
- Scientific Principles
- Teaching Methods