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Towards a theoretical basis for students' alternative frameworks in science and for science teaching
journal contribution
posted on 2023-05-20, 11:20 authored by Jones, BL, Kevin CollisKevin Collis, Jane WatsonJane WatsonAs there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of further research.
Funding
Australian Research Council
History
Publication title
Research in Science EducationVolume
23Pagination
126-135ISSN
0157-244XDepartment/School
Faculty of EducationPublisher
Springer NetherlandsPlace of publication
NetherlandsRights statement
Copyright © 1969, Springer NatureRepository Status
- Restricted