Science education, cognitive developmental research and theory in the U.K.

Abstract

In the papers presented one can detect a number of major areas of concern. The theorists like Shayer are largely concerned with the development and refinement of frameworks for studying cognitive development. Their ultimate purposes varied from reconstructing the entire field of science education, to accelerating cognitive development, to changing the ‘alternative frameworks’ of children. In essence, they seek totailor the teaching-learning process in accordance with a theoretical blue print. Those who see the problems as more content and context specific would prefer to chip away at particular topics which create teaching difficulties, thereby contributing to the improvement of practice in a more direct, piecemeal fashion. They could perhaps be described astinkers. So we havetinkers andtailors. Thesoldiers amongst us would equip teachers with the weapons needed to attack their own problems directly. They are working away at developing techniques Oh yes, thespies are the moles like me who are concerned with uncovering the secrets of classroom life, with identifying the structures, patterns and processes which characterise classroom interaction, and with the describing and monitoring the ‘theories in action’ and strategies which skilled practitioners have evolved to cope with the problems of promoting cognitive development in classroom settings. The ultimate question then, is what contribution can the tinkers, tailors, soldiers and spies make to science education?