1. Teaching Science to Every Child: Using Culture as a Starting Point
Chapter 5
Using Theory to Explain and Understand Science Learning
© 2018 Taylor & Francis

2. Chapter 5 Topics Features of Science Learning
Value of Learning Theory to Science Teaching
Theory of Behavior Modification
Theory of Memory Formation
Personal Construction of Knowledge Theory
Theory of Socially Constructed Knowledge
© 2018 Taylor & Francis

3. From “Taking Science to School”
Know, use, and interpret scientific explanations of the natural world
Generate and evaluate scientific evidence and explanations
Understand the nature and development of scientific knowledge
Participate productively in scientific practices and discourse
© 2018 Taylor & Francis

4. Role of Theory Deep understandings through theory
Theory helps shape our reflections
Theory aids the diagnosis of mistakes
Theories help to explain, predict, and interpret
Theories shape interpretations and response
Without theory our decisions are aimless
© 2018 Taylor & Francis

5. Modifying Behaviors Operant Conditioning: Feedback Loop
Specify desired behavior you want students to display
Supply positive reinforcement when behavior happens
Give positive reinforcement for each correct behavior
Continue reinforcing to link behavior to consequences
Reduce reinforcements as behavior becomes routine
Rewards from the outside are “extrinsic”
“Intrinsic” rewards come from within the student
Behaviorism cannot explain learning beyond target actions
© 2018 Taylor & Francis

6. Memory Theory and Science Learning
Working memory connects what is already known (from long-term memory) to new experiences from the environment
© 2018 Taylor & Francis

7. Memory Theory and Science Teaching
Exploit the value of presenting material using multiple senses
Activate students’ prior knowledge in advance of presenting them with new information
Support students to reorganize knowledge by having them produce concept maps, journals, or drawings
Discuss activities’ significance so students store information in ways consistent with your intentions
Avoid packing in too much. Look for indications that you are exceeding students’ working memories
© 2018 Taylor & Francis

8. Individual Knowledge Construction Theory
Knowledge is not stored but connected with other ideas into frameworks called “schema”
New experiences that fit into an existing schema are “assimilated”
New experiences that required the schema to be reconfigured to fit the new material is called “accommodation”
Piaget claimed the capacity to learn increasingly abstract concepts was based upon the individual’s development
Stage theory suggests that certain concepts (such as “energy”) are too abstract for younger students
© 2018 Taylor & Francis

9. Theory of Socially Constructed Knowledge
Learning happens via support from others who are more knowledgeable
Learning takes place in the zone of proximal development
ZPD: between what can be done alone and what cannot be done without help
Supports for learners are scaffolds that are removed by “fading”
Science teaching will push students into ZPD and then fade as their competence expands
© 2018 Taylor & Francis

10. Chapter 5 Summary Learning science explained by theories
We can improve teaching with learning theories
Theory 1: Behavior modification (feedback loops)
Theory 2: Memory (working memory)
Theory 3: Personal constructivism (schema)
Theory 4: Social constructivism (ZPD)
© 2018 Taylor & Francis