August 1st, 2011 | RESEARCH
Presence of authoritative sources in the learning environment could mediate students’ refinement of scientific understanding from everyday knowledge to theoretical knowledge, deconstructed knowledge, reconstructed knowledge, and reflexive knowledge. For effective meaning-making in science the dialectical process needs both abstract knowledge and a meaningful context: meaning made of, for, with authoritative sources.
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Elaine Regan, Author, King’s College LondonRelated URLs
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Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Research Brief