Formation of Learning Activity and Theoretical Thinking in Science Teaching

doi:10.1017/CBO9780511840975.015

13 - Formation of Learning Activity and Theoretical Thinking in Science Teaching

Published online by Cambridge University Press: 05 June 2012

Hartmut Giest and

Joachim Lompscher

Edited by

Alex Kozulin ,

Boris Gindis ,

Vladimir S. Ageyev and

Suzanne M. Miller

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Hartmut Giest: Affiliation:
Institute for Primary Education, University of Potsdam, Potsdam, Germany
Joachim Lompscher: Affiliation:
Institute for Primary Education, University of Potsdam, Potsdam, Germany
Alex Kozulin: Affiliation:
International Center for the Enhancement of Learning Potential, Jerusalem
Boris Gindis: Affiliation:
Touro College, New York
Vladimir S. Ageyev: Affiliation:
State University of New York, Buffalo
Suzanne M. Miller: Affiliation:
State University of New York, Buffalo

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Summary

PROBLEMS OF SCIENCE CLASSROOMS

One of the main tasks of schools today consists of preparing students for lifelong learning. That means, first of all, enabling students to learn and think independently and efficiently. It is well known that learning tasks and demands in science education present substantial difficulties for the majority of students (Solomon & Aikenhead, 1994; Yager, 1996; Wiser & Amin, 2001; Vosniadou, Ioannides, Dimitrakopovlov, & Papademetriov, 2001; Mikkilä-Erdmann, 2001). International comparisons (e.g., by the Third International Mathematics and Science Study [TIMSS] and the Programme for International Student Assessment [PISA]) have shown large problems concerning application tasks, problem solving, and scientific argumentation, whereas reproductive tasks and skills were better mastered. Science education suffers – among other shortcomings – from the dominant orientation toward isolated, nonsituated facts, which are seldom applied to real-life situations. This approach leads to difficulties in understanding and a loss of sense and motivation in many students.

In this context, many important questions arise, among others: What can teachers do to maximize the effective construction of adequate science knowledge by students? How can teachers maximize the opportunities for students to construct new schemata, new ways of thinking about the world (Adey & Shayer, 1994; Demetriou, Shayer, & Efklides, 1992)? The problem and the questions are not new. And there exist different approaches and answers.

Type: Chapter
Information: Vygotsky's Educational Theory in Cultural Context , pp. 267 - 288

DOI: https://doi.org/10.1017/CBO9780511840975.015 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2003

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13 - Formation of Learning Activity and Theoretical Thinking in Science Teaching

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