|
Makale Özeti:
|
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.
|