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are types of things found in the social world, but which do not represent essential, eternal type, rather they derive from human institutions and are subject to social consensus, so can change over time (e.g., schools, lessons, school leadership, gifted learners, school subjects)

cf. natural kinds

are the types of things (considered to be) found to exist in nature – that is, it is assumed that the natural world is made up of certain types of things, each type with its own essence: e.g., dogs, planets, mitochondria, etc.

a type of grounded learning impediment where something presented in teaching (perhaps a simplification or a metaphor used) is interpreted by a student in an unhelpful way: e.g., seeing a teaching model realistically, or taking a metaphor literally.

cognition about cognition – being able to reflect on one's thinking

describes how familiarity with some phenomena leads to them being perceived as taken for granted and so 'just natural' (and so not needing any explanation)

seeing something as a single integrated whole, rather than as an arrangement of constituent parts. The term is associated with the Gestalt school of psychology

referring to those things which one feels do not need further explanation as that is just the ways things are (this has been referred to as the 'explanatory gestalt of essence')

The lifeworld (or life-world) is the world as immediately experienced (i.e., before philosophical deliberation or scientific investigation). Lifeworld ideas are associated with 'the natural attitude'.

General Certificate of Education Advanced Level – examinations taken by some students, often at age 18, in England, and used (in particular) to seek admission to university undergraduate courses

judging a person to be gifted in the particular context where they meant to be learning, when the work set for the group is not sufficiently challenging

 

"In just about any science class, in any school anywhere in the world, work that is set to be accessible to all class members will be of minimal educative value to some members of the class because although they can readily complete the work, they will learn little from it." (Taber & Riga, 2016)

concerned with general patterns and norms, with laws

(often contrasted with ideographic)

concerned with the individual case – research that seeks to learn about the individual as a complex entity in its own terms

idiographic research values the individuality of specific examples, often contrasted with nomothetic research which looks for the typical patterns (and ideally 'laws')

Visit web-page: Idiographic research