Introduction—Theory into Practice

Abstract

This introductory chapter provides an overview of the entire content of the book, Science Education in Theory and Practice. As the book is divided into five sections based on groupings of theories, this chapter provides preliminary information on the various groups of learning theories: (1) Humanistic Theories, where learners act with intentionality and values; (2) Behavioural Theories, where knowledge is transmitted without interpretation or contextualisation and thus views learning as occurring from outside; (3) Cognitivist Theories, where emphasis is placed on the internal thought processes of the learner such that construction of meaning is central to any learning process; (4) Constructivist Theories, where learners activate prior knowledge and personal experiences; and (5) Intellectually oriented and Skill-based Theories, namely multiple intelligences, systems thinking, gender/sexuality, indigenous knowledge systems, STEAM education, and twenty-first-century skills which do not fit into the above four groups. The chapter maintains that since schools are more often oriented towards philosophical beliefs rather than results of empirical studies, different kinds of classrooms do emerge from different schools such that as a consequence, learning has over the years tended to mean different things to different people, just as theories differ on their perspectives on learning. Even so, it is posited that knowledge of learning theories makes educators more effective as the theories provide the basis for formulating instructional strategies in science education, which in turn facilitates applying theory into practice. Since each theory is based on a different set of assumptions and may be effective in providing explanations for certain concepts but not others, it is recommended that science teachers leverage on the various theories and resources at their disposal and design the best learning experiences for students in their care.

Further Readings

Cruciun, B., & Dumitru, S. B. (2011). Knowledge management—The importance of learning theory. Journal of Knowledge Management, Economics, and Information Technology. Retrieved June 6, 2016, from http://www.scientificpapers.org/wp-content/files/1209_Craciun_Bucur_Matei_Knowledge_Management_the_importance_of_Learning_Theory.pdf.

Learning theory (education). 2016, April, 30. In Wikipedia. The Free Encyclopedia. Retrieved June 6, 2016, from https://en.wikipedia.org/w/index.php?title=Learning_theory_(education)&oldid=717947183.

Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79–96). New York: Cambridge University Press.

Post, T. (1988). Some notes on the nature of mathematics learning. In T. Post (Ed.), Teaching Mathematics in Grades K-8: Research Based Methods (pp. 1–19). Boston: Allyn & Bacon. Retrieved 19 March, 2018, from http://www.cehd.umn.edu/ci/rationalnumberproject/88_9.html.

Salomon, G. (Ed.). (1993). Distributed cognitions: psychological and educational considerations. New York: Cambridge University Press.