Why Do Many Find Science Concepts So Difficult To Learn?
Why do many find science concepts so difficult to learn? Evaluate theory and research that seeks to account for this, and also consider research that has sought to address this problem at the level of classroom instruction.
Measuring science learning
What would successful learning of science concepts look like? How do we know that science concepts are ‘difficult to learn’? Although the research literature often fails to articulate this position, research measurements suggest that learners are judged by comparison with the scientific community in three ways. Firstly, using accumulated science knowledge, comparing the learner’s use of concepts, explanations and reasoning with correct science. Secondly, by using example ‘scientists’ to compare novice and expert scientists. Thirdly, by using explicit criteria of ‘scientific-ness’ derived from philosophy of science.
Learners ' ideas, procedures and reasoning are gathered from responses to written, verbal or practical assessments. Many variables may influence subject performance in these assessments, and some of these will be confounding variables. Factors affecting learner concepts are the extent and quality of prior instruction, changes or development of a learner 's concept, and the quality of mental representation …show more content…
Jarvis and Gathercole (2003) investigated measures of working memory as predictors of National Curriculum test results. Structural equation modelling of the data suggested that working memory affects the latent variable 'attainment ', which adequately predicts National Curriculum levels in science, English and maths at Key Stage 3. That is, there is no relationship in the improvement of working memory which is specific to science. In contrast, other science education researchers focus on the specific procedures of science inference and their interaction with
Measuring science learning
What would successful learning of science concepts look like? How do we know that science concepts are ‘difficult to learn’? Although the research literature often fails to articulate this position, research measurements suggest that learners are judged by comparison with the scientific community in three ways. Firstly, using accumulated science knowledge, comparing the learner’s use of concepts, explanations and reasoning with correct science. Secondly, by using example ‘scientists’ to compare novice and expert scientists. Thirdly, by using explicit criteria of ‘scientific-ness’ derived from philosophy of science.
Learners ' ideas, procedures and reasoning are gathered from responses to written, verbal or practical assessments. Many variables may influence subject performance in these assessments, and some of these will be confounding variables. Factors affecting learner concepts are the extent and quality of prior instruction, changes or development of a learner 's concept, and the quality of mental representation …show more content…
Jarvis and Gathercole (2003) investigated measures of working memory as predictors of National Curriculum test results. Structural equation modelling of the data suggested that working memory affects the latent variable 'attainment ', which adequately predicts National Curriculum levels in science, English and maths at Key Stage 3. That is, there is no relationship in the improvement of working memory which is specific to science. In contrast, other science education researchers focus on the specific procedures of science inference and their interaction with