E. Etkina, Jose Mestre
SENCER Backgrounder (published online)see: http://www.sencer.net/pdfs/Backgrounders/ImplicationsofLearningResearchforTeachingScience.pdf, (2004)
Abstract
In this paper we discuss ways in which learning research has affected conceptualization of how
people learn science, and then discuss the implications of these research findings for teaching
science to non-science majors. Prior to the cognitive revolution, learning a complex process was
conceived as demonstrating mastery through observable behaviors of all the sub-components of
the complex process. Within the cognitive perspective learning a complex process is perceived
as constructing knowledge, meaning, and sense-making by the learner. Hence, the shift has been
from a view that learning is the acquisition of desired behaviors, to a view that learning is the
construction of knowledge by the individual—construction that is mediated by the context of the
learning, the social environment, and the prior knowledge of the learner. We begin with an
overview from a cognitive perspective of several areas relevant to science teaching and learning,
including the role of prior knowledge in learning, the nature of expertise, transfer of learning,
metacognition, and assessment. We then consider instructional implications suggested by the
science of learning and formulate nine instructional principles for successful science instruction.
We conclude with suggestions for ways of structuring science courses for college non-science
majors that reflect the instructional principles that we present.