"that individual learners' must construct their own internal representations of scientific knowledge, and that their learning will be channelled and constrained by their existing knowledge and understanding, as well as by the limitations of the perceptual-cognitive apparatus available to them, and by features of the learning environment (e.g. teacher knowledge and pedagogic skills, nature and quality of learning activities including student-student interactions, etc.)" (Taber, 2008, p.73)
