Reframing research on intuitive science knowledge

Rosemary S. Russ, Bruce L Sherin

Research output: Contribution to journalConference articlepeer-review

Abstract

Education research has devoted significant effort to understanding the intuitive knowledge students bring to bear in reasoning about formal science. In addition to documenting the specific content of students' conceptions in particular domains, some researchers attempt to make more general claims, both within and across domains, about the nature of intuitive knowledge. These attempts involve an implicit assumption that the character and function of all intuitive knowledge is the same - that there is a single kind of thing called "intuitive science knowledge" that can be singularly characterized. The purpose of this work is to call that assumption into question, and we present examples to highlight our concerns. We propose a theoretical framework that provides a way to more carefully frame our research on intuitive science knowledge and demonstrate how it can be used to bring additional clarity to current discussions in the literature.

Original languageEnglish (US)
Pages (from-to)279-286
Number of pages8
JournalComputer-Supported Collaborative Learning Conference, CSCL
Issue numberPART 2
StatePublished - Dec 1 2008
EventInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands
Duration: Jun 23 2008Jun 28 2008

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

Fingerprint Dive into the research topics of 'Reframing research on intuitive science knowledge'. Together they form a unique fingerprint.

Cite this