NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ861386
Record Type: Journal
Publication Date: 2009-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1871-1502
A View of the Tip of the Iceberg: Revisiting Conceptual Continuities and Their Implications for Science Learning
Brown, Bryan A.; Kloser, Matt
Cultural Studies of Science Education, v4 n4 p921-928 Dec 2009
We respond to Hwang and Kim and Yeo's critiques of the conceptual continuity framework in science education. First, we address the criticism that their analysis fails to recognize the situated perspective of learning by denying the dichotomy of the formal and informal knowledge as a starting point in the learning process. Second, we address the critique that students' descriptions fail to meet the "gold standard" of science education--alignment with an authoritative source and generalizability--by highlighting some student-expert congruence that could serve as the foundation for future learning. Third, we address the critique that a conceptual continuity framework could lead to less rigorous science education goals by arguing that the ultimate goals do not change, but rather that if the pathways that lead to the goals' achievement could recognize existing lexical continuities' science teaching may become more efficient. In sum, we argue that a conceptual continuities framework provides an asset, not deficit lexical perspective from which science teacher educators and science educators can begin to address and build complete science understandings.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A