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Implications of Cognitive Science Research for Models of the Science Learner

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William R. Robinson

Department of Chemistry, Purdue University, West Lafayette, IN 47907

Ala Samarapungavan

Department of Educational Studies, Purdue University, West Lafayette, IN 47907

J. Chem. Educ., 2001, 78 (8), p 1107

DOI: 10.1021/ed078p1107.3

Publication Date (Web): August 1, 2001

Abstract

This paper describes a theoretical model of knowledge based on recent cognitive science research on science learning and discusses implications of the model for science teaching. According to this model, knowledge frameworks act as an individual's explanatory and predictive devices. These frameworks are composed of three components: epistemological commitments (What can we know about entities? How can we know it?); ontological commitments (How can we classify entities? How do we expect types to behave?); and domain-specific explanatory principles (What do we know about entities? How can we predict and explain their behavior?). Learning involves changes in both the explanatory principles and the epistemological and ontological commitments of the framework.

The importance of this model to chemistry instructors lies in its recognition of the significance of beliefs (commitments) in addition to specific domain related concepts in developing student knowledge. An experienced chemist has a vast base of epistemological and ontological norms that are shared by the community of chemists and that guide selection of concepts and methods to apply to a particular situation. Although novice chemists may be trained in the concepts, they are not explicitly exposed to the norms of practice and often do not recognize how relevant conditions activate appropriate concepts.