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En didáctica de las ciencias, agrupar ciertos modelos de enseñanza bajo la analogía del «alumno como científico» resulta útil y significativo dado que hace referencia a un modo de fundamentar y argumentar propuestas para la enseñanza de las ciencias. Las premisas de la estructura lógica de esta analogía se toman de la historia y filosofía de la ciencia y las conclusiones desembocan en sugerencias didácticas para la clase de ciencias. En el presente trabajo se estudian los tres modelos de enseñanza más relevantes del ámbito, que tienen como fundamento la mencionada analogía, caracterizándolos por las visiones que mantienen del conocimiento de ciencias y del alumno. Finalmente, considerando tales fundamentos, se analizan las limitaciones de los modelos para la enseñanza de las ciencias marcando a la vez direcciones de trabajo que pudieran solventarlas. In Science Education, grouping certain models of teaching under the analogy of the «student as a scientist» is useful and meaningful, since it has become a powerful way of supporting proposals for Science teaching. The starting point of the logical structure for this analogy is taken from history and philosophy of science and the findings have lead to develop teaching strategies for Science classes. The three more important based on the above mentioned analogy teaching models related to the field are explored in this paper; also, their main characteristics are highlighted in terms of the views about knowledge of science and student they postulate. Finally, on the grounds of the above mentioned views, the limitations of these models for effective Science teaching are analyzed and some ways to overcome them are suggested

This paper is a response to the request from the organisers of the HECU4 conference to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The paper will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: Adult Education and Sociolinguistics. After raising some questions that arise from these comparisons, the final section of the paper will outline some suggestions about ways in which higher education researchers might begin to ‘think differently’ about learning and research in this field.