Abstract:
Research about the constructive nature of students' learning processes, about students' mental
models, and students' misconceptions have important implications for teachers who wish to
model scientific reasoning in an effective fashion for their students. First part of this paper
concentrates on a critical review of the three most influential learning theories and
constructivist view of learning and discusses the foundation upon which the constructivist
theory of learning has been rooted. It seeks an answer to the question of "What are some
guiding principles of constructivist thinking that we must keep in mind when we consider our
role as science teachers?". The second part of this research moves toward describing the nature
of students' alternative conceptions in science, the ways of changing cognitive structure, and
cognitive aspects of learning and teaching science. It introduces implications for science
education. It addresses how teachers might facilitate the ability of students to take control over
their learning have the potential to inform teachers and researchers alike. Studies of this kind
could inform teachers about the implementation of instruction designed to effect conceptual
change in their students, and researchers about the role a teacher plays in bringing about these
changes.
