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Situating cognitive/socio-cognitive approaches to student learning in genetics

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Abstract

In this volume, Furberg and Arnseth report on a study of genetics learning from a socio-cultural perspective, focusing on students’ meaning making as they engage in collaborative problem solving. Throughout the paper, they criticize research on student understanding and conceptual change conducted from a cognitive/socio-cognitive perspective on several reasonable grounds. However, their characterization of work undertaken from this perspective sometimes borders on caricature, failing to acknowledge the complexities of the research and the contexts within which it has been carried out. In this commentary, I expand their characterization of the cognitive/socio-cognitive perspective in general and situate my own work on genetics learning so as to provide a richer view of the enterprise. From this richer, more situated view, I conclude that research from both perspectives and collaboration between those looking at learning from different perspectives will ultimately provide a more complete picture of science learning.

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Notes

  1. Readers will find the various aspects of this study published as Kindfield 1991, 1993/1994, 1994a, b.

  2. Simultaneously, researchers primarily in developmental psychology were exploring young children’s understandings of natural phenomena.

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Authors and Affiliations

  1. Department of Teaching and Learning, Peabody College, Vanderbilt University, Nashville, TN, USA

    Ann C. H. Kindfield

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  1. Ann C. H. Kindfield
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Correspondence to Ann C. H. Kindfield.

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Kindfield, A.C.H. Situating cognitive/socio-cognitive approaches to student learning in genetics. Cult Stud of Sci Educ 4, 193–199 (2009). https://doi.org/10.1007/s11422-008-9157-2

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  • DOI: https://doi.org/10.1007/s11422-008-9157-2

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