Table of Contents

Contents

Preface
Acknowledgments

Section 1. Student conceptions and science
Introduction. The things students say: learners’ ideas about science topics
Chapter 1. Why is learning science so difficult for many students?
Chapter 2. Characterising and labelling learners’ ideas
Chapter 3. Alternative conceptions of learning

Section 2. Making sense of student thinking
Chapter 4. Innateness and development: cognitive biases influencing learners’ ideas
Chapter 5. Developing intuitions about the world
Chapter 6. The role of language in learning science
Chapter 7. The influence of everyday beliefs
Chapter 8. Thinking about knowing and learning: Metacognitive and epistemological limitations on science learning
Chapter 9. Integrating knowledge and constructing conceptual frameworks

Section 3. Diagnosing student thinking in science learning
Chapter 10. A provisional synthesis: Learning, teaching, and ‘bugs’ in the system
Chapter 11. The science teacher as learning doctor
Chapter 12. Science teaching informed by an appreciation of student thinking

About the Author

Keith S. Taber is University Reader in Science Education, University of Cambridge, UK.

Reviews

"I encourage science teachers of all specialities who are looking to enhance their classroom practice to pick up a copy of Student thinking and learning in science and accept Keith’s challenge to take on the role of ‘a science learning doctor’ and look to diagnose, prevent and ultimately cure bugs in their own teaching." - Catherine Smith, Education in Chemistry, Nov 2014