Cognitive Aspects of Learning and Teaching Science.

This paper discusses the nature of cognitive research and its implications for learning and teaching science. In addition to needing adequate financial support, active involvement of scientists and educators, and education of teachers, two other factors should loom large in the development of new instructional materials in science and in the design of new instructional strategies. The first is cognitive research findings on teaching, learning, and problem solving. The second factor is the nature of science as it is practiced by scientists. The paper is divided into sections on research on learning and problem solving in science, lack of alignment between instructional practices and current views of learning, and factors necessary to bring about alignment between instructional practices and current views of learning. (Contains 115 references.) (MM)