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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ564588
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0157-244X
Deinstitutionalising School Science: Implications of a Strong View of Situated Cognition.
Roth, Wolff-Michael; McGinn, Michelle K.
Research in Science Education, v27 n4 p497-513 1997
Information processing models do not account for much of human competence in everyday scientific and lay contexts. Situated cognition models account better for competence in widely differing situations. In situated cognition models, the purpose of science education must be reconceived as preparing citizens to participate in public enactments of science, which also entails deinstitutionalizing school science. Contains 77 references. (Author/PVD)
Descriptors: Citizen Participation, Cognitive Development, Cultural Context, Educational Objectives, Epistemology, Learning Theories, Phenomenology, Problem Solving, Relevance (Education), Science and Society, Science Education, Secondary Education, Teaching Methods
Publication Type: Journal Articles; Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A