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‗Constructivist Instruction: Success or failure?' (henceforth Constructivist Instruction) is a collection of chapters debating the question of what makes for effective teaching, edited by Sigmund Tobias and Thomas Duffy (2009b). The book begins with an introduction written by the two editors. This is followed by three sets of chapters organised as arguing(More)
Although reasoning skills have been investigated in a number of different domains, very little is known about how children and adults use them in chemistry. Here, participants from 4 years to adults saw various mixtures presented using a standard property induction paradigm. The category and appearance of everyday materials were varied to assess the extent(More)
The topic of electricity offers considerable challenge for the teacher hoping to provide students with an insight into scientific ways of thinking about circuits. The concepts used to make sense of electric circuits are abstract and students are expected to develop conceptual models of the relationship between non-observable qualities (current, p.d.,(More)
Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum(More)
Many properties of substances/materials are intensive, and children are widely believed to have difficulties with reasoning about intensive quantities. Here we used a novel judgment method, together with a cross-cultural paradigm to study 4-to 9-year-olds' understanding of the intensity/ concentration (sweetness) of sugar-water solutions. UK children knew(More)
The International Handbook of Psychology in Education (or Handbook from this point) comprises 20 chapters organized into five sections on: 1. Early biological and cultural influences on young children " s development, learning and educational attainment 2. Interaction, relationships and learning 3. Cultures, creativity and technologies 4. Individual(More)
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