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Learning and Instruction: An Examination of Four Research Perspectives in Science Education
Bat-Sheva Eylon
The Weizmann Institute of Science
Marcia C. Linn
University of California-Berkeley
Recent research in science education examines learning from four perspectives which we characterize as a concept-learning focus, a developmental focus, a differential focus, and a focus on problem solving. This paper illustrates how these perspectives, considered together offer new insights into the knowledge and reasoning processes of science students and provide a framework for identifying mechanisms governing how individuals change their knowledge and thinking processes. An integrated examination of the four research perspectives strongly suggests that in-depth coverage of several science topics will benefit students far more than fleeting coverage of numerous science topics.
Review of Educational Research, Vol. 58, No. 3,
251-301 (1988)
DOI: 10.3102/00346543058003251
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