The Structure of the Learner’s Knowledge

One of Keith's publications is:

Taber, K. S. (2013). Modelling Learners and Learning in Science Education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Dordrecht: Springer.

The previous chapter is Components of Personal Knowledge: Characterising
the Learner’s Conceptual Resources

Chapter 12 is The Structure of the Learner’s Knowledge

Contents:

  • The Nature of a Conception
  • Modelling Student Conceptions with Concept Maps
  • Limitations of Concept Maps as Models of Student Conceptions
  • The Importance of Conceptual Integration
  • The Significance of Conceptual Integration and Coherence in Science
  • Conceptual Integration as a Demarcation Criterion for Science Education
  • Degrees of Integration of Students’ Science Knowledge
  • An Example from Learning About Atoms
  • An Example of Relating Science to Belief
  • Discussions of Integration and Coherence in Students’ Science Knowledge
  • Integration Across Science Topics
  • Domain-Based Learning
  • Domains of Knowledge
  • Viable Domains in Cognition

The next Chapter is Development and Learning

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