Alternative constructs and cognitive development: Commonalities,divergences, and possibilities for evidence |
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Authors: | Dr Philip Adey |
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Institution: | (1) Cornwal House Annex, Kings College London Centre for Educational Studies, Waterloo Road, SE1 8TX London, England |
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Abstract: | The last fifteen years of research in science education has seen the emergence, flowering, proliferation, and now perhaps
slight wilting of studies of pupils' alternative constructs. Meanwhile the older, broadly Piagetian, tradition of work rooted
in notions of cognitive development was attacked as being, inter alia, deterministic, concentrating on what children could
not do, and getting even that wrong since children could be shown to be a lot cleverer than the cognitive developmentalists
claimed. The time has perhaps now come to look at these two lines of work together to see what assumptions they share and
where their paradigms, aims, and methods differ significantly. In this paper I will claim that there is far less antagonism
between the two traditions than is often represented, but that nevertheless the differences are fundamental and lead to different
views of the purposes and potential of science education. Possible evidence that might be adduced in support of one view at
the expense of the other will be considered and exemplified with recent results of a cognitive acceleration project.
Specializations: cognitive development, curriculum development, in-service education, project evaluation. |
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Keywords: | |
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