| Autor: |
Gil-Perez, Daniel, Carrascosa, Jaime, Aikenhead, Glen S. |
| Předmět: |
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| Zdroj: |
Science Education; Sep1990, Vol. 74 Issue 5, p531-540, 10p, 3 Graphs |
| Abstrakt: |
This article addresses theoretical issues concerning misconceptions in science education. Misconceptions are associated with intuitive ideas acquired prior to school learning. According to some authors, the ideas are not just learned from experience but built into the hardware of the brain. One of the most important outcomes of research on science misconceptions has been a better understanding of science learning difficulties and the awareness of the necessity for profound changes in teaching/learning process. The importance of a student's conceptual framework and the need for orienting learning as a conceptual change can be based on the existence of a certain isomorphism between a scientific research process and meaningful science learning. |
| Databáze: |
Complementary Index |
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