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dc.contributor.authorCowie, Bronwen
dc.date.accessioned2012-04-24T02:53:40Z
dc.date.available2012-04-24T02:53:40Z
dc.date.issued2003
dc.identifier.citationCowie, B. (2003). Learning perspectives: Implications for pedagogy in science education. Waikato Journal of Education, 9, 65-75.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6247
dc.description.abstractHow 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.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.phpen_NZ
dc.rights© 2003 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectlearningen_NZ
dc.subjectteachingen_NZ
dc.subjecteducationen_NZ
dc.subjectconstructivismen_NZ
dc.subjectimplicationen_NZ
dc.subjectactingen_NZ
dc.titleLearning perspectives: Implications for pedagogy in science education.en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page59en_NZ
pubs.elements-id29499
pubs.end-page76en_NZ
pubs.volume9en_NZ


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