Where Are We? Syntheses and Synergies in Science Education Research and Practice

Bruce Sherin*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

This paper provides an introduction to broad themes in research on conceptual change. The first part of the paper is an illustrated tour of this research organized around three questions: (1) What is the nature of students’ pre-instructional knowledge of the natural world; (2) How does this knowledge change as learners develop and scientific expertise is acquired?, and (3) What is difficult about this change? In the second part, I describe impediments to progress, that is, why we have not achieved consensus on answers to the questions. Then, in the last section I discuss how we might make further progress.

Original languageEnglish (US)
Title of host publicationContributions from Science Education Research
PublisherSpringer Science and Business Media B.V.
Pages211-224
Number of pages14
DOIs
StatePublished - 2021

Publication series

NameContributions from Science Education Research
Volume9
ISSN (Print)2213-3623
ISSN (Electronic)2213-3631

ASJC Scopus subject areas

  • Education

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