A study of learning progression in science of class IX students of Kendrapara District,Odisha

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.