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Hubber, Peter; Tytler, Russell; Haslam, Filocha – Research in Science Education, 2010
A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning,…
Descriptors: Language Role, Cognitive Psychology, Science Instruction, Scientific Concepts
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Tytler, Russell; Prain, Vaughan; Peterson, Suzanne – Research in Science Education, 2007
This study draws on recent research on the central role of representation in learning. While there has been considerable research on students' understanding of evaporation, the representational issues entailed in this understanding have not been investigated in depth. The study explored students' engagement with evaporation phenomena through…
Descriptors: Concept Formation, Scientific Concepts, Science Instruction, Case Studies
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Tytler, Russell – Research in Science Education, 2007
"School Innovation in Science" represents a model, developed through working with more than 200 Victorian schools, to improve science teaching and learning. SIS works at the level of the science team and the teacher, providing resources to challenge and support the change process. Its emphasis is on strategic planning supported by a…
Descriptors: Instructional Effectiveness, Strategic Planning, Innovation, Audits (Verification)