Learning perspectives: Implications for pedagogy in science education.

Cowie, Bronwen

Learning perspectives: Implications for pedagogy in science education.

dc.contributor.author	Cowie, Bronwen
dc.date.accessioned	2012-04-24T02:53:40Z
dc.date.available	2012-04-24T02:53:40Z
dc.date.issued	2003
dc.description.abstract	How we understand learning has implications for the learning outcomes we value and how we seek to achieve them particularly when we want to do something about learning. In this paper I outline, albeit briefly, the implications for the relations between teaching and learning,for teacher roles and responsibilities, and for the goals of education and curriculum-making of the cognitive-constructivist and situated-social views of learning. The proposal here is not that either of the views is right or better but rather that each foregrounds different aspects of the teaching-learning process and supports particular ways of acting and interacting and hence learning and teaching.	en_NZ
dc.format.mimetype	application/pdf
dc.identifier.citation	Cowie, B. (2003). Learning perspectives: Implications for pedagogy in science education. Waikato Journal of Education, 9, 65-75.	en_NZ
dc.identifier.issn	1173-6135
dc.identifier.uri	https://hdl.handle.net/10289/6247
dc.language.iso	en
dc.publisher	Faculty of Education, University of Waikato	en_NZ
dc.relation.isPartOf	Waikato Journal of Education	en_NZ
dc.relation.uri	http://www.wje.org.nz/index.php	en_NZ
dc.rights	© 2003 Waikato Journal of Education. It is posted here by permission for personal use.	en_NZ
dc.subject	learning	en_NZ
dc.subject	teaching	en_NZ
dc.subject	education	en_NZ
dc.subject	constructivism	en_NZ
dc.subject	implication	en_NZ
dc.subject	acting	en_NZ
dc.title	Learning perspectives: Implications for pedagogy in science education.	en_NZ
dc.type	Journal Article	en_NZ
pubs.begin-page	59	en_NZ
pubs.elements-id	29499
pubs.end-page	76	en_NZ
pubs.volume	9	en_NZ