Learning Models for Science Lesson Design
Abstract
"Since the Sputnik era, constructivist models of learning have been advocated for science curriculum development projects as an instructional strategy that mirrors the practice of science.[1] The publication of the National Science Education Standards renewed this emphasis. Two problems are sometimes claimed to exist: 1) there is insufficient evidence supporting the premise that learning science is improved when learning strategies that mimic doing science are used [2] and 2) instructional practices remain largely unchanged [3]. Kirschner et al. [2] portray inquiry as an unguided discovery process; a description that is valid for neither learning nor doing science. The decision by teachers not to use inquiry- based instruction may be due to such misrepresentations."
