Student Thinking and Learning in Science

One of Keith's books is:

A volume in the Teaching and Learning in Science Series
(Norman G. Lederman, Series Editor)

This book was written primarily for science teachers, and students of science education. The book offers an introductory account to ideas about the nature and development of the ideas students form about scientific topic. The book draws upon a range of theoretical perspectives to describe how student learning is incremental, interpretive and iterative – and the implications of this for science teaching.

A feature of the book is it offer extensive examples of how learners (mainly of secondary, i.e. middle and high school, students) talk and think drawn from a wide range of science curriculum topics. Most of these examples are drawn from my own work exploring student ideas in science (ECLIPSE project).

Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners' ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science.

Contents

Section 1. Student conceptions and science

• Introduction. The things students say: learners' ideas about science topics
• Chapter 1. Why is learning science so difficult for many students? Chapter 2. Characterising and labelling learners' ideas
• Chapter 3. Alternative conceptions of learning

Section 2. Making sense of student thinking

• Chapter 4. Innateness and development: cognitive biases influencing learners' ideas
• Chapter 5. Developing intuitions about the world
• Chapter 6. The role of language in learning science
• Chapter 7. The influence of everyday beliefs
• Chapter 8. Thinking about knowing and learning: Metacognitive and epistemological limitations on science learning
• Chapter 9. Integrating knowledge and constructing conceptual frameworks

Section 3. Diagnosing student thinking in science learning

• Chapter 10. A provisional synthesis: Learning, teaching, and 'bugs' in the system
• Chapter 11. The science teacher as learning doctor
• Chapter 12. Science teaching informed by an appreciation of student thinking

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