This book argues that learning science involves specific psychological and educational demands. Drawing on recent theories of learning, his own experience as a teacher and research studies, the author sets out a psychological model for the learning of science on which effective teaching can be based. The ease with which people learn science depends in his view not only on the effect of social priorities, but on certain dispositions in the pupil and in the classroom - factors such as the pupil's abilities, attitudes and prior knowledge, as well as the values of his or her social environment. The author moves through these to consider what sort of knowledge-acquisition is involved in the learning of science, and how it differs from other aspects of education. From this he aims to provide a rationale for a number of teaching procedures, as well as for innovatory and practical methods of assessment.
- ISBN10 0631156984
- ISBN13 9780631156987
- Publish Date 7 April 1988
- Publish Status Out of Print
- Out of Print 14 March 1991
- Publish Country GB
- Publisher John Wiley and Sons Ltd
- Imprint Blackwell Publishers
- Format Hardcover
- Pages 224
- Language English