Cognitive science: The science of the (nearly) obvious

Bruce Sherin*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

This article discusses the need for a "grand theory" of physics cognition and learning. The idea of the grand theory is that it would be a complete description of the knowledge students possess and how that changes over time, from before instruction, all the way through expertise. The first part of the paper discusses our current state of knowledge and possible strategies for making progress on the grand theory. The second part of the paper illustrates, with an example, how the program might work.

Original languageEnglish (US)
Title of host publication2007 Physics Education Research Conference, PERC
Pages19-22
Number of pages4
DOIs
StatePublished - Dec 1 2007
Event2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC - Greensboro, NC, United States
Duration: Aug 1 2007Aug 2 2007

Publication series

NameAIP Conference Proceedings
Volume951
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC
CountryUnited States
CityGreensboro, NC
Period8/1/078/2/07

Keywords

  • Cognitive science
  • Conceptual change
  • Learning theory

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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