NEUROCOGNITIVE THEORY AND CONSTRUCTIVISM IN SCIENCE EDUCATION : A REVIEW OF NEUROBIOLOGICAL , COGNITIVE AND CULTURAL PERSPECTIVES

A review of current thought in science education, especially constructivist perspectives, emphasizing cognitive and neuroscientific theory and research is presented with particular attention to teaching and learning science. A brief historical perspective on antecedent theories that emerged during the latter half of the twentieth century is presented as a context for integrating a neurocognitive model of information processing with modern perspectives on how students think and learn scientific ideas and ways of knowing through inquiry. A neurocognitive model is presented, rationalized in terms of current evidence and finally applied to explain, and hopefully enhance, how science can be taught more effectively using current inquiry approaches. Recommendations are made for curriculum design, improving inquiry practices, enhancing scientific thinking, and future research.

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