As 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.

Item Type:	Refereed Article
Keywords:	theoretical basis, students' alternative frameworks in science and for science teaching, journal article
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Science, technology and engineering curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	Jones, BL (Dr Brian Jones)
UTAS Author:	Collis, KF (Professor Kevin Collis)
UTAS Author:	Watson, JM (Professor Jane Watson)
ID Code:	137660
Year Published:	1993
Funding Support:	Australian Research Council (A79231385)
Deposited By:	Office of the Faculty of Education
Deposited On:	2020-02-26
Last Modified:	2020-03-23
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