Abstract
Learning is a complex, multi-faceted phenomenon and it is therefore unlikely that a single model could explain all aspects of the process. The twentieth century has seen the development of many different models of learning, referred to as learning theories, some of which are discussed below.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ausubel, D. (1963). Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14(2), 217–222.
Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423.
Bandura, A. (1971). Social learning theory. Morristown, NJ: General Learning Press.
Bowers, C. A. (2007). The false promise of constructivist theories of learning. New York, NY: Peter Lang Publishing Inc.
Bruner, J. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.
Cheng, M. H. M., & Wan, Z. H. (2015). Unpacking the paradox of Chinese science learners: Insights from research into Asian Chinese school students’ attitudes towards learning science, science learning strategies, and scientific epistemological views. Studies in Science Education, 52(1), 29–62.
Chi, M. T. H., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition and Instruction, 10(2–3), 249–260.
diSessa, A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2–3), 105–225.
Driver, R., & Easley, J. (1978). Pupils and paradigms: A review of literature related to concept development in adolescent science students. Studies in Science Education, 5(1), 61–84.
Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.
Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), 906–911.
Gagné, R. M. (1965). The conditions of learning. New York, NY: Holt, Rinehart & Winston.
Haugeland, J. (1978). The nature and plausibility of cognitivism. Behavioral and Brain Sciences, 1(2), 215–226.
Matthews, M. R. (1992). Constructivism and empiricism: an incomplete divorce. Research in Science Education, 22(1), 299–307.
Matthews, M. R. (2002). Constructivism and science education: A further appraisal. Journal of Science Education and Technology, 11(2), 121–134.
Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11(3), 183–200.
Pavlov, I. P. (1927). Conditioned reflexes (G. V Anrep, Trans.) (Vol. 17). Oxford: Oxford University Press.
Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). New York, NY: International Universities Press.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227.
Reif, F. (2008). Applying cognitive science to education. Cambridge, MA: The MIT Press.
Skinner, B. F. (1958). Teaching machines. Science, 128(3330), 969–978.
Solomon, J. (1994). The rise and fall of constructivism. Studies in Science Education, 23(1), 1–19.
Stewart, M. (2012). Understanding learning: Theories and critique. In L. Hunt & D. Chalmer (Eds.), University teaching in focus (pp. 3–20). Abingdon, Oxon: Routledge.
Strike, K. A., & Posner, G. J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4(3), 231–240.Taber, K. S. (2009). Progressing science education: constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.
Taber, K. S. (2013). Modelling learners and learning in science education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Dordrecht: Springer.
Taber, K. S. (2014). Student thinking and learning in science: Perspectives on the nature and development of learners’ ideas. New York, NY: Routledge.
Thorndike, E. (1927). The law of effect. The American Journal of Psychology, 39(1/4), 212–222.
Tyson, L. M., Venville, G. J., Harrison, A. G., & Treagust, D. F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81(4), 387–404.
Vosniadou, S. (2007). Conceptual change and education. Human Development, 50(1), 47–54.
Vygotsky, L. (1931). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144–188). Armonk, NY: Sharpe.
Vygotsky, L. (1962). Thought and language. Mansfield, CT: Martino Publishing.
Vygotsky, L. (1978). Mind in Society: The development of higher mental processes (M. Cole, Trans.). Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 17(2), 89–100.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Agarkar, S., Brock, R. (2017). Learning Theories in Science Education. In: Taber, K.S., Akpan, B. (eds) Science Education. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-749-8_7
Download citation
DOI: https://doi.org/10.1007/978-94-6300-749-8_7
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-749-8
eBook Packages: EducationEducation (R0)