Modelling Learners and Learning in Science Education

Part I. Introduction

1. The Centrality of Models for Knowledge Claims in Science Education
Keith S. Taber

Part II. Modelling Mental Processes in the Science Learner

2. Introduction to Part II: The Mental Register
Keith S. Taber

3. Modelling Mental Activity
Keith S. Taber

4. The Learner’s Ideas
Keith S. Taber

5. The Learner’s Memory
Keith S. Taber

6. The Learner’s Understanding
Keith S. Taber

7. The Learner’s Thinking
Keith S. Taber

Part III. Modelling the Science Learner’s Knowledge

8. Introduction to Part III: Knowledge in a Cognitive System Approach
Keith S. Taber

9. The Nature of the Learner’s Knowledge
Keith S. Taber

10. Relating the Learner’s Knowledge to Public Knowledge
Keith S. Taber

11. Components of Personal Knowledge: Characterising the Learner’s Conceptual Resources
Keith S. Taber

12. The Structure of the Learner’s Knowledge
Keith S. Taber

Part IV. Modelling Development and Learning

13. Introduction to Part IV: Development and Learning
Keith S. Taber

14. Models of Cognitive Development
Keith S. Taber

15. Modelling Conceptual Learning
Keith S. Taber

Part V. Conclusion

16. Implications for Research
Keith S. Taber

Nyckelord: Education, Science Education, Learning & Instruction, Teaching and Teacher Education