Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter
Por:
Taber, KS, Garcia-Franco, A
Publicada:
1 ene 2010
Resumen:
This article explores 11- to 16-year-old students' explanations for phenomena commonly studied in school chemistry from an inclusive cognitive resources or knowledge-in-pieces perspective that considers that student utterances may reflect the activation of knowledge elements at a range of levels of explicitness. We report 5 themes in student explanations that we consider to derive from implicit knowledge elements activated in cognition. Student thinking in chemistry has commonly been examined from a misconceptions or alternative conceptions/frameworks perspective, in which the focus has been on the status of learners' explicit conceptions. This approach has been valuable, but it fails to explain the origins or nature of the full range of alternative ideas reported. In physics education, the cognitive resources perspective has led to work to characterize implicit knowledge elements-described as phenomenological primitives (p-prims)-that provide learners with an intuitive sense of mechan
Filiaciones:
Garcia-Franco, A:
Univ Nacl Autonoma Mexico, Ctr Appl Sci & Technol Dev, Mexico City 04510, DF, Mexico
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