McMahon, K (2021) 'Do we have cognitive (psychology) overload? What could 'the learning sciences' mean for primary science education?' Science Teacher Education, 90. pp. 34-45. ISSN 0961-6152
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Abstract
In the recent Ofsted review of research related to science education (Ofsted, 2021), research in cognitive psychology frames learning science as the organisation of knowledge in memory. Science educators have expressed concerns that the importance of language, emotions and hands-on learning and enquiry in primary science may get lost in this view of learning as memory. Perhaps a wider view of ‘the learning sciences’ that includes neuroscience can take us forwards. After a brief explanation of the background to our recent research project addressing these issues, and a response to the Ofsted review, this article has two main parts: how we can use ideas from cognitive psychology in primary science, and how insights from neuroscience research can take us further, although there are critiques of this too.
| Item Type: | Article |
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| Note: | This article came from a session presented at the ASE Futures Online Conference in June 2021. The theme of the conference was diversity, inclusion and equity in science education. |
| Keywords: | primary school science, elementary school science, neuroscience, cognitive psychology, the learning sciences, Ofsted |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | School of Education |
| Research Centres and Groups: | Centre for Research in Scientific and Technological Education |
| Related URLs: | |
| Date Deposited: | 26 Jan 2022 19:52 |
| Last Modified: | 27 Jan 2022 18:27 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/14498 |
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