New Paradigm of Science Learning

NCREL's Beau Fly Jones explains the new paradigm for science learning (255K). Excerpted from the videoseries, Schools That Work: The Research Advantage, vidoeoconference #3, Children as Explorers (NCREL, 1991). A text transcript is available.

In Science for All Americans (1989), the American Association for the Advancement of Science (AAAS) established the basis of a new vision for science learning. Subsequent writing and research have elaborated on and made minor adjustments to the fundamental notions presented in this document, but the essential characteristics have remained intact. The "Principles of Learning" outlined in this document (pp. 145-147) are summarized below:

• There is not necessarily a one-to-one correspondence between good (or bad) teaching and good (or bad) learning. Teachers should focus on a few significant, important concepts and skills as they determine what they will teach. Their emphasis should be on quality of understanding rather than quantity of information covered.

• In the process of learning, students construct their own meaning and understanding by linking new experience to prior learning. Therefore, linking new learning to students' world of experience is critical. Multiple connections that create a "web of understanding" in the minds of children are essential as the focus for learning shifts from incremental knowledge to general concepts.

• Learning generally progresses from concrete experience to abstraction. This concept breaks with the behaviorist learning model that describes learning as the aggregation of elements and basic skills. Young students, in particular, need to have experiences with direct manipulation before they can convert the concepts into abstract symbols and ideas.

• People learn to do well those things that they practice doing. However, this notion should not be taken as license to engage in rote learning activities. It means that students will not learn to think critically, analyze information, communicate ideas, reach logical conclusions, collaborate with others, or create alternative solutions unless they are given the time and opportunity to develop and practice those skills.

• All learners need to know whether their ideas have merit and their learning is sufficient to serve as the basis for new learning. Feedback from peers as well as teachers is critical in students' growth into self- motivated, lifelong learners.

• When expectations are clear and standards are high, students learn to establish realistic personal achievement goals. Self-confidence and positive self-concept have been shown to connect with the amount of success a student experiences. Success motivates new learning, but only if the accomplishment is real.

Using these principles, a new paradigm for science learning has been constructed. For further information, see the materials generated as part of Project 2061 of the AAAS.