In this paper we discuss theories of learning, especially physics, and the implications for instruction and design that these theories put forth. We further discuss assumptions regarding whether cognition is individually or socially based, and the traditional cognitivistic view that infers stored mental representations from observations of behavior. We question views that look upon concepts as things to be stored. In the course of discussing the theories we present a view of learning that focuses on language games and use of language in different activities and contexts. The language of a certain field of science, e.g., Newtonian theory of physics, is viewed as a specialized form of language with specific purposes. A scientifically correct Newtonian description of an idealized situation is a specialized form of speaking that may be counter-intuitive viewed from a common-sense perspective of the world that has entirely different goals. Learning a scientific language game is not viewed as replacing an old and "naive" knowledge structure as much as learning new activities and a new specialized language. In learning, people have to learn how to use a specific language by taking part in the activities in which the language is used, since the meaning of the new concepts are rooted in these activities. Understanding the concepts is thus coupled with participation in the new activities. We end this paper by presenting results from two studies, one within physics, more precisely within the area of electromagnetic waves, and another focusing upon learning in a hypermedia environment within the domain of protein purification.
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