A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives

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Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012, background): “Our own research on student-generated representation has indicated strong conceptual gains and high levels of student engagement (Hubber, 2010; Tytler, Haslam, Prain, & Hubber, 2009; Tytler & Prain, 2010; Waldrip, Prain, & Carolan, 2010).”
Learning by Mapping Across Situations (2012, background): “Tytler and Prain (2009) concluded that children’s conceptual understanding is fragmentary (diSessa, 1993) after tracking nine children throughout 7 years of primary school. diSessa’s (1993) knowledge-in-pieces framework proposes that novices typically rely on contextually sensitive knowledge for…”