Section 4: Engaging the science learner

1. Students can emerge from a science learning sequence with very different
understandings to those intended by the teacher.
What do you understand by this statement? (Page 32)

2. What is conceptual change? (Page 32)

How can it be done? (Page 32)

3. What is your understanding of sociocultural perspectives on learning? (Page 34)

Focuses attention on: ___________________________________________

Teacher promotes ______________________________________________

Groups of students ______________________________________________

Construction of knowledge through ________________________________

4. What is authorised, multiple and multi-modal representations and student-generated

representations? (Page 36)