ECLIPSE

ECLIPSE is

Exploring Conceptual Learning, Integration and Progression in Science Education

This project seeks to develop a better understanding of how conceptual learning occurs in science, with a particular focus on how well the learner's conceptions are integrated, and how conceptual frameworks develop over time. The project is underpinned by a constructivist position on learning – that the nature of all learning is highly contingent (upon prior learning, learning context, features of language…). ('Constructivism as Educational Theory' can be downloaded here.) The project draws upon research and scholarship into students' alternative conceptions and conceptual frameworks ('misconceptions', 'intuitive theories' etc.) This project is intended to develop theory about learning science that will be of practical use to teachers, learners and those responsible for determining the science curriculum.

Student ideas about science topics

The posts on this site discuss aspects of student thinking and learning across a range of science topics. I am in the process of building these up to replace the previous ECLIPSE site*, and expect to be adding more examples going forward. Specific science topics can be found using the 'tags' or by using the site search function that can be accessed on each page.

[*The ECLIPSE project website includes many examples of students' ideas and learning difficulties in science topics from the school and college curriculum, as well as background material. This site has had to be relocated after the withdrawal of the service that originally hosted it, and some functionality appears to be impaired. It is hoped/intended that it will be gradually rebuilt as part of the main Science-Education-Research website.]

The work of the ECLIPSE project is discussed in:

Taber, K. S. (2014). Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas. New York: Routledge.

ECLIPSE is an umbrella for a series of smaller sub-projects and interests: