Abstract : A perspective about science education is developed which has implications for the design of interactive learning technologies. Current philosophical work concerning the interpretative nature of scientific inquiry is reviewed as a context for discussing the situation of the child in developing scientific understanding. This view of learning ernphasizes the relationships among informal understanding, conceptual change, and enculturation into modes of scientific discourse. A prototype software system for supporting scientific inquiry processes in students is described.
https://telearn.archives-ouvertes.fr/hal-00190549
Contributeur : Jerome Zeiliger
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Soumis le : vendredi 23 novembre 2007 - 08:49:49
Dernière modification le : vendredi 27 mars 2015 - 14:57:03
Document(s) archivé(s) le : lundi 12 avril 2010 - 04:23:23
Jan Hawkins, Roy D. Pea. Tools for bridging the cultures of everyday and scientific thinking. Journal of Research in Science Teaching, Wiley, 1987, 24(4), pp.291-307. 〈hal-00190549〉
