Building the Progressive Research Programme

Building the Protective Belt of the Progressive Research Programme

One of Keith's publications is

The previous chapter is The Negative Heuristic and Criticisms of Constructivism in Science Education

Chapter 6 is Building the Protective Belt of the Progressive Research Programme

Contents:

• 6.1 Students Understanding Science
• 6.1.1 Challenges of Exploring Student Thinking
• 6.1.2 A Rational Reconstruction of the Literature on Learners’ Ideas in Science
• 6.1.3 What Ideas Do Learners’ Bring to Science Classes?
• 6.1.4 What Is the Nature of the Ideas That Learners Bring to Science Classes?
• 6.1.5 Explaining Diverging Views of the Nature of Learners’ Ideas
• 6.1.6 How Much Commonality Is There Between Learners’ Ideas in Science?
• 6.2 Students Learning Science
• 6.2.1 Levels of Analysis of Learning
• 6.2.2 How Does Knowledge Construction Take Place in Learning Science?
• 6.3 Teachers Teaching Science
• 6.3.1 Teaching Within the Domain Boundary
• 6.3.2 Finding Out Where the Learners Are
• 6.3.3 Using Knowledge of Students’ Conceptual Resources to Inform the Teacher
• 6.3.4 Making Existing Thinking Explicit to Allow Exploration and Challenge
• 6.3.5 Making the Unfamiliar Familiar
• 6.3.6 Learning by Analogy
• 6.3.7 Scaffolding the Building of Shared Knowledge
• 6.3.8 Teaching As Developing a Community of Practice in the Classroom
• 6.3.9 Consolidating New Learning
• 6.3.10 Claims for Constructivist Teaching
• 6.3.11 Constructivist Teacher Education?
• 6.4 To What Extent Has the RP Addressed the Issues Set Out in the Positive Heuristic?
• 6.4.1 What Ideas Do Learners’ Bring to Science Classes?
• 6.4.2 What Is the Nature of These Ideas?
• 6.4.3 How Much Commonality Is There Between Learners’ Ideas in Science?7
• 6.4.4 How Is Knowledge Represented in the Brain?
• 6.4.5 What Are the Most Appropriate Models and Representations?
• 6.4.6 How Does Knowledge Construction (i.e., Learning) Take Place?
• 6.4.7 How Do Learners’ Ideas Interact with Teaching?
• 6.4.8 How Should ‘Constructivist’ Teachers Teach Science?
• 6.4.9 A Progressive Research Programme

The next chapter is The Positive Heuristic: Directions for Progressing the Field