The Psychology of Learning Science

The Psychology of Learning Science

The Psychology of Learning Science

The Psychology of Learning Science

Synopsis

Focusing on the teaching and learning of science concepts at the elementary and high school levels, this volume bridges the gap between state-of-the-art research and classroom practice in science education. The contributors -- science educators, cognitive scientists, and psychologists -- draw clear connections between theory, research, and instructional application, with the ultimate goal of improving science teachers' effectiveness in the classroom. Toward this end, explicit models, illustrations, and examples drawn from actual science classes are included.

Excerpt

This book bridges the gap between state-of-the-art research and classroom practice in science education. The contributors are from several different disciplines, including not only science educators, but cognitive scientists and psychologists as well.

This book is about teaching and learning science concepts in elementary and high school. The concepts of interest are in the areas of physical science and biology. This book has three parts: Part I is Frameworks of Learning Science; Part II is Conceptual Development and Learning Science, and Part III is Methods and Media for Learning Science. The chapters in each part provide overviews of current research on learning science concepts and illustrate, in concrete ways, how the findings of this research can be applied in elementary and high school science classes.

The contributors have drawn clear connections among theory, research, and instructional application. Their ultimate goal is to have science teachers put their ideas to use in their classes. Toward this end, the contributors have included in their chapters explicit models, illustrations, and examples drawn from actual science classes. We thank Hollis Heimbouch and Linda Eisenberg of Lawrence Erlbaum Associates for their support and excellent advice.

Shawn M. Glynn Russell H. Yeany Bruce K. Britton . . .

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