Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge
- PART I CONCEPTS AND PARADIGMS
- PART II DEVELOPMENT AND LEARNING
- PART III SOCIOCULTURAL THEORY APPLICATION IN THE CLASSROOM
- 11 Cultural–Historical Theory and Mathematics Education
- 12 Sociocultural Theory and the Practice of Teaching Historical Concepts
- 13 Formation of Learning Activity and Theoretical Thinking in Science Teaching
- 14 How Literature Discussion Shapes Thinking
- 15 Beyond Cognition
- PART IV DIVERSE LEARNERS AND CONTEXTS OF EDUCATION
- Author Index
- Subject Index
- Titles in the series
- References
13 - Formation of Learning Activity and Theoretical Thinking in Science Teaching
Published online by Cambridge University Press: 05 June 2012
Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge
- PART I CONCEPTS AND PARADIGMS
- PART II DEVELOPMENT AND LEARNING
- PART III SOCIOCULTURAL THEORY APPLICATION IN THE CLASSROOM
- 11 Cultural–Historical Theory and Mathematics Education
- 12 Sociocultural Theory and the Practice of Teaching Historical Concepts
- 13 Formation of Learning Activity and Theoretical Thinking in Science Teaching
- 14 How Literature Discussion Shapes Thinking
- 15 Beyond Cognition
- PART IV DIVERSE LEARNERS AND CONTEXTS OF EDUCATION
- Author Index
- Subject Index
- Titles in the series
- References
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 - 288Publisher: Cambridge University PressPrint publication year: 2003
References
Adey, P. S., & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic achievement. London: Routledge
Black, P., & Atkin, J. M. (Eds.) (1996). Changing the subject: Innovation in science, mathematics and technology education. London: Routledge in association with OECD
(1996). Piaget und Vygotsky: Ihre Bedeutung für das Lehren und Lernen der Naturwissenschaften [Piaget and Vygotsky: Their meaning for instruction and learning of science]. Zeitschrift für Didaktik der Naturwissenschaften, 2 (3), 3–16Google Scholar
Böhme, B. (1989). Besonderheiten leistungsschwacher Schüler 4. Klassen bei der Ausbildung von Lernhandlungen zum selbständigen Erkennen von Ursache-Wirkung-Zusammenhängen [Peculiarities of 4th grade low performance students in the formation of learning actions for independent recognizing causal relations]. EdD dissertation, Akademie der Pädagogischen Wissensch afteh [Academy of Pedagogical Sciences]
Bortoft, H. (1996). The wholeness of nature: Goethe's way toward a science of conscious participation in nature. New York: Lindisfarne Press
(2001). A re-framed conceptual change theory?Learning and Instruction, 11 (4–5), 421–429CrossRefGoogle Scholar
Carey, S., & Spelke, E. S. (1994). Domain specific knowledge and conceptual change. In L. A. G Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specifity in cognition and culture (pp. 169–200). Cambridge: Cambridge University PressCrossRef
Chaiklin, S., Hedegaard, M., & Jensen, U. J. (Eds.) (1999). Activity theory and social practice. Aarhus: Aarhus University Press
, & (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4 (1), 27–44CrossRefGoogle Scholar
(1988). Problems of developmental teaching. Soviet Education, 8, 15–97; 9, 3–83; 10, 3–77Google Scholar
Davydov, V. V. (1996): Teorija razvivajuscego obucenija [Theory of developmental teaching]. Moscow: Intor
Davydov, V. V. (1999). What is real learning activity? In M. Hedegaard & J. Lompscher (Eds.), Learning activity and development (pp. 123–138). Aarhus: Aarhus University Press
Demetriou, A., Shayer, M., & Efklides, A. (Eds.) (1992). Neo-Piagetian theories of cognitive development. London: Routledge
Duit, R. (1999a). Conceptual change approaches in science education. In M. Carretero, W. Schnotz, & S. Vosniadou (Eds.), New perspectives on conceptual change, (pp. 263–282). Amsterdam: Pergamon
Duit, R. (1999b). Towards inclusive views of conceptual change. Paper presented on the Second International Conference of the European Science Education Research Association (E. S. E. R. A.) Research in Science Education: Past, Present, and Future, August 31–September 4, 1999, Kiel, Germany. Available at: http://www.ipn.uni-kiel.de/projekte/esera/book/s201-dui.pdf
Engeström, Y. (1990). Learning, working and imaging: Twelve studies in activity theory. Helsinki: Orienta-Konsultit Oy
Engeström, Y., Miettinen, R., & Punamäki, R.-L. (Eds.) (1999). Perspectives on activity theory. Cambridge: Cambridge University Press
Galperin, P. Y. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30(4), 60–80CrossRef
Giest, H. (1985). Einführung der Schüler in die Physik nach der Lehrstrategie des Aufsteigens vom Abstrakten zum Konkreten [Introduction of students to physics based on the teaching strategy of ascending from the abstract to the concrete]. EdD dissertation. Berlin. Akademie der Pädagogischen Wissenschaften
Giest, H. (1998). Von den Tücken der empirischen Unterrichtsforschung [On the malice of empirical instructional research]. In H. Brügelmann, M. Fölling-Albers, & S. Richter (Hrsg.), Jahrbuch Grundschule: Fragen der Praxis – Befunde der Forschung (pp. 56–66). Seelze: Friedrich
Giest, H. (2001). Instruction and learning in elementary school. In M. Hedegaard (Ed.), Learning in classrooms (pp. 59–76). Aarhus: Aarhus University Press
Giest, H. & Walgenbach, W. (2002). System-learning – a new challenge to education – bridging special field to transdisciplinary learning. In B. Zeltserman (Ed.), Obrazovanije 21 veka: dostizhenija i perspektivij. Mezhdunarodnij sbornik teoreticheskikh, metodicheskikh i prakticheskikh rabot po problemam obrazovanija [Education in the 21st century: Results and perspectives. International anthology of theoretical, didactical and practical work on problems of education] (pp. 21–37). Riga: Pedagogiskais centrs “Eksperiments.”
(2001). Outlining the teaching-learning process: Piotr Gal'perin's contribution. Learning and Instruction, 11 (2), 157–170CrossRefGoogle Scholar
Hedegaard, M. (Ed.) (2001). Learning in classrooms. Aarhus: Aarhus University Press
Hedegaard, M., Hakkarainen, P., & Engeström, Y. (Eds.) (1984). Learning and teaching on a scientific basis. Aarhus: Aarhus Universitet, Psykologisk Institut
Hedegaard, M., & Lompscher, J. (Eds.) (1999). Learning activity and development. Aarhus: Aarhus University Press
(2001). Stichwort: Fachliches Lernen [Headword: Domain-specific learning]. Zeitschrift für Erziehungswissenschaft, 3(1), 307–331CrossRefGoogle Scholar
Irmscher, K. (1982). Ausbildung der Lerntätigkeit im 4. Schuljahr nach der Konzeption des Aufsteigens vom Abstrakten zum Konkreten bei der Einführung in die Naturwissenschaften unter besonderer Beachtung des biologischen Aspekts [Formation of learning activity in grade 4 based on the conception of ascending from the abstract to the concrete at the introduction into science education under special consideration of the biological aspect]. EdD dissertation, Berlin. Akademie der Pädagoglschen Wissenschaften
, , , & (1980). Expert and novice performance in solving physics problems. Science, 208, 1335–1342CrossRefGoogle ScholarPubMed
. (1982). The reality of general cognitive operations. Science Education, 66 (2), 229–241CrossRefGoogle Scholar
Lektorsky, V A. (Ed.) (1990). Activity: Theories, methodology and problems. Orlando, FL: Deutsch Press
Leontiev, N A. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice-Hall
. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11 (4–5), 357–380CrossRefGoogle Scholar
Lompscher, J. (1989a). Formation of learning activity in pupils. In H. Mandl, E. de Corte, N. Bennett, & H F. Friedrich (Eds.), Learning and instruction: European research in an international context (Vol. 2.2, pp. 47–66). Oxford: Pergamon Press
Lompscher, J. (Ed.) (1989b). Psychologische Analysen der Lerntätigkeit [Psychological analyses of learning activity]. Berlin: Volk und Wissen
Lompscher, J. (1999a). Learning activity and its formation: Ascending from the abstract to the concrete. In M. Hedegaard & J. Lompscher (Eds.), Learning activity and development (pp. 139–166). Aarhus: Aarhus University Press
Lompscher, J. (1999b). Activity formation as an alternative strategy of instruction. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 264–281). Cambridge: Cambridge University Press
Lompscher, J. (1999c): Lern- und Lehrforschung aus kulturhistorischer Sicht [Research on learning and instruction from a cultural–historical point of view]. In H. Giest & G. Scheerer-Neumann (Eds.), Jahrbuch Grundschulforschung (Vol. 2, pp. 12–34). Weinheim: Beltz, Deutscher Studienverlag
Lompscher, J. (2002). The category of activity – a principal constituent of cultural–historical psychology. In D. Robbins & A. Stetsenko (Eds.), Vygotsky's psychology: Voices from the past and present. New York: Nova Science Press
. (2001). Improving conceptual change concerning photosynthesis through text design. Learning and Instruction, 11(3), 241–257CrossRefGoogle Scholar
Newman, D., Griffin, P., & Cole, M. (1998). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press
(1998). From context to contextualizing. Learning and Instruction, 8 (6), 473–488CrossRefGoogle Scholar
, , & (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 6, 167–199CrossRefGoogle Scholar
Posner, G J., Strike, K A., Hewson, P W., & Gertzog, W A. (1982). Accomodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–277CrossRef
(1999). Dewey, Peirce, and the learning paradox. American Educational Research Journal, 36 (1), 47–76Google Scholar
Riedl, R. (1995). Goethe and the path of discovery: An anniversary. Available at: www.kla.univie.ac.at/Journal
Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge: Cambridge University PressCrossRef
, , , & (1998). Cooperative learning and the appropriation of procedural knowledge by primary school children. Learning and Instruction, 8 (1), 37–62CrossRefGoogle Scholar
, & (1983). Laboratory counter examples and the growth of understanding in science. European Journal of Science Education, 5 (2), 203–216CrossRefGoogle Scholar
Scheibe, I P. (1989). Entwicklung kognitiver Lernmotive [Development of cognitive learning motives]. In J. Lompscher (Ed.), Psychologische Analysen der Lerntätigkeit (pp. 182–230). Berlin: Volk und Wissen
, & (1981). The development of the concepts of heat and temperature in 10–13 year olds. Journal of Research in Science Teaching, 18 (5), 419–434CrossRefGoogle Scholar
Solomon, J., & Aikenhead, G. (Eds.) (1994). STS Education: International perspectives on reform. New York, London: Teachers College Press
, & (1998). From conceptual change to science education: A psychological point of view. International Journal of Science Education, 20, 1213–1230CrossRefGoogle Scholar
, , , & (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11(4–5), 381–420CrossRefGoogle Scholar
Weinert, F E., & de Corte, E. (1996). Translating research into practice. In E. de Corte & F E. Weinert (Eds.), International encyclopedia of developmental and instructional psychology (pp. 43–50). Oxford: Elsevier Science
, & (2001). “Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction 11(4–5), 331–356CrossRefGoogle Scholar
Yager, R., E. (Ed.) (1996). Science, technology, society: A reform in science education. Albany: State University of New York Press
- 24
- Cited by