Prof. Keith S. Taber's site
Main glossary
teaching that allows for the different levels of prior learning, aptitude, existing skills, etcetera in a classroom
Example of use:
"If we accept that optimal instruction is based on a match between teaching and the students' current state of learning…then differentiation is an issue in every classroom." (Taber, 2015, p.3)
educational provision that goes beyond the basic curriculum entitlement
"activities that supplement standard curriculum fare" (Taber, 2015, p.12)
"The assumption here is that students follow the standard curriculum with their peers, but that this is enriched by additional educational experiences designed to supplement the standard fare… Enrichment of this kind may mean additional experiences outside lesson times, and possibly geographically outside school or temporally outside school terms" (Taber & Riga, 2016)
in Lakatos's account of scientific research programmes, guidance on how to build and develop the programme
are commitments (beliefs) about the nature of things (e.g., what is real or imaginary, what types of things exist)
in Lakatos's notion of a scientific research programme, hard core commitments are those which are not open to challenge within the programe
a (sometimes disputed) term usually referring to the most highly able/achieving learners
year 10 of the English school system – for 14-15 year old students
Anthropomorphism is the the assignment of human qualities to non-human objects – such as when referring to what an atom wants or needs
'Read about anthropomorphism – Learners' anthropomorphic thinking'
a common alternative conceptual framework found among chemistry learners during the Understanding Chemical Bonding project, deriving from adherence to the full shells explanatory principle
Read about 'The octet framework'
Read about 'the Understanding Chemical Bonding project'
a common alternative conception found among learners of chemistry during the Understanding Chemical Bonding project where students explain bond formation and chemical reaction in terms of atoms' needs for full shells/octets of electrons
a type of learning impediment where intended new learning is impeded because although the relevant prerequisite knowledge has been learned, the learner when the student does not recognise how their existing ideas are relevant to the new material
Visit page: The typology of learning impediments
Visit page: Fragmentation learning impediments
a type of learning impediment where intended new learning is impeded because existing understanding (e.g., an alternative conception) is inconsistent with accepted scientific thinking