A Scientific Research Programme

A Scientific Research Programme Within Science Education

One of Keith's publications is

The previous chapter is A Model of Science: Lakatos and Scientific Research Programmes

Chapter 4 is A Scientific Research Programme Within Science Education

Contents:

• 4.1 Constructivism As a Research Orthodoxy in Science Education
• 4.1.1  Pupils, Paradigms and Alternative Frameworks?
• 4.1.2  The Notion of Children’s Science
• 4.1.3  Considering Pupils As Scientists
• 4.1.4  Students’ Conceptual Frameworks in Science
• 4.1.5  Concepts, Misconceptions and Alternative Conceptions
• 4.1.6  Personal Constructivism
• 4.1.7  Learning Science As a Generative Process
• 4.1.8  Early Evidence of the Significance of Learners’ Ideas
• 4.2 The ‘Alternative Conceptions Movement’
• 4.2.1  Major Projects: LiSP, CLiSP and SPACE
• 4.2.2  Constructivism Becomes Widely Taken-for-Granted
• 4.3 Conceptualisations of the Research Programme
• 4.3.1 Driver and Erickson Set Out Premises for a RP
• 4.3.2  Gilbert and Swift Suggest a Lakatosian Analysis
• 4.3.3  A Descriptive and Pre-Theoretical Movement?
• 4.3.4  A Recent Suggestion for the Hard Core of the RP
• 4.4 Characterising the Research Programme
• 4.4.1  A Model of the Hard Core
• 4.4.2  A Positive Heuristic for the RP
• 4.4.3  Building the Protective Belt of the RP
• 4.5 Knowledge Construction
• 4.5.1 Learning Science Is an Active Process of Constructing Personal Knowledge.
• 4.6 The ‘Transfer’ Model of Learning
• 4.6.1  The Status of the Transfer Model
• 4.6.2  Objections to a Transfer Model of Coming to Knowledge
• 4.6.3  Personal Knowledge and Personal Construction
• 4.7 How Does Knowledge Construction (i.e. Learning) Take Place?
• 4.8 Learners’ Scientific Ideas
• 4.8.1  Learners Come to Science Learning with Existing Ideas About Many Natural Phenomena
• 4.8.2  What Ideas Do Learners Bring to Science Classes?
• 4.8.3  What Is the Nature of These Ideas?
• 4.9 Implications for Learning
• 4.9.1  The Learners’ Existing Ideas Have Consequences for the Learning of Science
• 4.9.2  How Do Learners’ Ideas Interact with Teaching?
• 4.10 Implications for Teaching
• 4.10.1  It is Possible to Teach Science More Effectively if Account Is Taken of the Learner’s Existing Ideas
• 4.10.2  How Should Teachers Teach Science?
• 4.11 Learners’ Knowledge Structures
• 4.11.1  Knowledge Is Represented in the Brain As a Conceptual Structure
• 4.11.2  How Is Knowledge Represented in the Brain?
• 4.12 Individual Differences
• 4.12.1 Learners’ Conceptual Structures Exhibit Both Commonalities and Idiosyncratic Features
• 4.12.2 How Much Commonality Is There Between Learners’ Ideas in Science?
• 4.13 Researchers’ Representations
• 4.13.1  It Is Possible to Meaningfully Model Learners’ Conceptual Structures
• 4.13.2  What Are the Most Appropriate Models and Representations?
• 4.14 Applying the Model of the RP

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