ERIC Number: ED295820
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Knowledge Restructuring and Science Instruction.
Recent research in cognitive science and science education suggests that science-naive individuals have an understanding of the natural world based on their interpretation of everyday experience. This can make the process of conceptual change difficult. This paper presents ideas related to the acquisition of knowledge in astronomy. A theoretical framework based on research is discussed in detail. Implications for instruction discussed include knowledge of children's experiential beliefs and an understanding of the interdependencies among various concepts that comprise a domain in which knowledge is to be acquired. The document concluded that children are commonly not provided with adequate explanations of the concepts to be acquired and that instruction is not sensitive to the order of acquisition of these concepts. (CW)
Publication Type: Reports - Research; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).