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Some classroom applications of current ideas on conceptual learning in science

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Conclusion

Evidence collected so far seems to substantiate the contention that the constructivist approach to teaching has assisted students in their ability to interact with and internalize scientific concepts. The meanings attached to these concepts has become personalized in accordance with the learner's level of cognitive development. The question of intellectual growth is less decisive in the absence of more extensive long term studies.

From the teaching point of view this method is both interesting and rewarding, providing an opportunity to reflect on and evaluate a personalized construct for conceptual learning.

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Authors
  1. Beverley Stanbridge
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Stanbridge, B. Some classroom applications of current ideas on conceptual learning in science. Research in Science Education 19, 268–277 (1989). https://doi.org/10.1007/BF02356866

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