Learning in Science - From Behaviourism towards Social Constructivism and Beyond Author: Reinders Duit & David F.

Treagust Summarize by: Noly Shofiyah ( !"#$%%&' Initially, this chapter provides an overview of the various developments in views of learning in science education from behaviourism to constructivism. By the late 1960s, the influence of behaviourist theories of learning in science education was wea and !iagets ideas of intellectual development came into

prominence. Initially, research in the middle of the 19"0s focused on investigating students learning of science phenomena, principles, and concepts, but the results showed that students learn science concepts and principles only to a limited degree. #urther, many students view learning as the transfer of prefabricated nowledge that then stored in memory. $lassroom discussion and negotiated consensus are not considered a part of the %wor of the classroom, and simply are viewed as wasted time. &econdly, this chapter e'amines the role of !iagetian ideas of learning in science education. (ccording to !iagets stage theory, there are four inds of logical operations that children and adolescents e'hibit in se)uence* sensorimotor +0 , 1- months.( )reo)erational +until about " years.( *on*rete o)erational +after about " years.( and formal o)erational +between 11 and 1/ years.. 0he third section addresses conceptual approaches from the perspectives of learning pathways, conceptual change theory, and resistances to change. 1earning pathways can be described as being continuous +students conceptions connect to science conceptions. or discontinuous +there are conflicts between students conceptions and science conceptions.. $onceptual change, the process of conceptual development from students prior nowledge towards science concepts, has to be embedded in conceptual change supporting conditions, including the motivation, interests and beliefs of learners and teachers, classroom climate and power structure. 2veryday e'periences, biological predispositions, and the comple'ity of the learning tas are several resistances in learning of science concepts. 0he final section focuses on social3constructivist aspects of learning. Individual3constructivist theories in science education give emphasis to the individuals learning and neglect social issues in nowledge3 construction process. Inversely, social3constructivist approaches focused on situated cognition +learning means change from socioculture conte't to a new science conte't., authentic learning situation +dominated in by open3in)uiry activities. and cognitive apprenticeship +the e'pert guides the apprentice.. Reference:
4uit, 5 6 0reagust, 4.#. +199-.. 1earning in science , from behaviourism towards social constructivism and beyond. In B.7. #rase 6 8.9. 0obin +2ds., international +andboo, of s*ien*e -du*ation +pp. :3;/.. 4ordrecth, <etherlands* 8luwer.

Constructivist Views of Teaching and Learning Author: Russell Tytler Summarize by: Noly Shofiyah ( !"#$%%&' #irstly, this chapter emphasise the findings about student conceptions in science= students come into classes with a range of e'isting ideas, many of the student conceptions differ from the view of the world scientists, students from different countries and cultures have been found to have very similar ideas and teacher can build on the prior nowledge of students. >hen a student is presented with scientific ideas that differ from previously held conceptions there are a number of possible outcomes* the students can accept the scientific idea and re?ect the e'isting idea= the student can accept the scientific idea but retain the e'isting idea for use in some circumstances= the student can hybridi@e conception that combines the scientific idea and the e'isting idea= or the student can re?ect the scientific idea but retain the e'isting idea. 0he second section tells us about how we should view the student conceptions. 0here are many terms that reflect the different views among students and scientists, including misconceptions, alternative conceptions, intuitive ideas, interpretive framewor s, childrens science, etc. >e as a teacher cannot consider teaching as simply the clear e'planation and demonstrations of new ideas, but that we need to recogni@e the student views and be strategic in challenging them. 0eacher can use the student conceptions as platforms which more sophisticated ideas can emerge and which support the scientific view. 0hirdly, this chapter focuses on constructivist perspective on learning. 5esearch recogni@ed that learning involves interplay between students e'isting ideas and the nowledge or e'periences they are e'posed to in the classroom. 0he personal constructivist view of learning is emphasi@ed very much on the construction of conceptual meaning by individuals, including learning outcomes depend on the nowledge of the learner, learning involves the construction of meaning, the construction of meaning is a continuous and active process, scientific nowledge is evaluated +may be accepted or re?ected. and learners have the final responsibility for their own learning. 0he final section addresses in social constructivist perspective. ( social constructivist focuses on the social processes operating in the classroom by which a teacher promotes a community in which students and the teacher %co3construct nowledge. In the classroom process, the teacher as s to students to discuss about thoughts and ideas of the scientific culture and scientific ways of viewing with the world. Reference:
0ytler, 5. +;00A.. $onstructivist views of teaching and learning. In 9. Benville 6 B. 4awson +2ds., The art of Tea*hing S*ien*e +pp. 1-3::.. &ydney* (llen 6 Cnwin.