January 1st, 2013 | RESEARCH
This paper provides an interesting insight into how educators can support learners in coming to understand the nature of matter. Whilst the specific focus is on students’ implicit assumptions and reasoning strategies in a particular domain, the broader discussion exploring the differences between novice and expert thinking is relevant to all educators seeking to support learners to engage with new content.
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Team Members
Heather King, Author, King's College LondonRelated URLs
Tags
Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science | Physics | Social science and psychology
Resource Type: Research Brief