As we search for ways to improve classroom science experiences for students, we repeat the same question over and over: “How do students learn science?” In one sense, how students learn science falls within the realm of cognitive neuroscience. Perhaps a more pragmatic question is, “Which factors or practices most contribute to students’ learning of science?” To address this question, it is important to clarify the meaning of “science learning.” This chapter discusses factors that the authors and others have found to contribute to students’ science learning.
Details
Type Book ChapterPub Date 1/1/2006Stock # PB195X_19