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Uses of cognitive science to science education

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Abstract

The paper looks for common ground between cognitive science and science education starting from historical roots. Topics critically scrutinized are: representation of knowledge with applications of the schema and frame concept to physics education centering around the hierarchical structure of knowledge, the qualitative-quantitative distinction, the declarative-procedural distinction, and the semantic-episodic distinction; the uses of network versus production system representations, stressing the distinction between outward and inward representation which is often neglected; a short discussion of the likewise often forgotten index and reference issue.

The paper has been presented to the ATEE Symposium on ‘Implications of Cognitive Science for the Education of Science Teachers’ IPN (Kiel) 29.–30.08.1985.

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  1. Institut für Didaktik der Physik, J. W. Goethe-Universität Frankfurt, Postfach 11 19 32, W-6000, Frankfurt a.M.

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Jung, W. Uses of cognitive science to science education. Sci Educ 2, 31–56 (1993). https://doi.org/10.1007/BF00486660

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