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Journal of Research in Science Teaching
written by Frederick Reif and Jill H. Larkin
Scientific and everyday knowledge domains are compared so as to reveal the distinctive differences between their goals and the cognitive processes used to attain them. The main goals, working goals, learning difficulties, knowledge structure, concept specification, knowledge organization, role of school science, program-solving instruction, formal and nonformal instruction, quality control, efficiency, suggested investigations, and instructional implications are discussed.
Journal of Research in Science Teaching: Volume 28, Issue 9, Pages 733-760
Subjects Levels Resource Types
Education Foundations
- Cognition
= Cognition Development
- Learning Theory
Education Practices
- Pedagogy
= Instructional Issues
- Informal Education
- Reference Material
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- application/pdf
- non-digital
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Available by subscription
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© 1991 Journal of Research in Science Teaching
DOI:
10.1002/tea.3660280904
ISSN Number:
0022-4308
Keywords:
Cognitive Structures, Concept Formation, Epistemology, Inferences, Knowledge Level, Learning Problems, Learning Processes, Metacognition, Misconceptions, Prediction, Problem Solving, Validity
Record Creator:
Metadata instance created July 14, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
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AIP Format
F. Reif and J. Larkin, , J. Res. Sci. Teaching 28 (9), 733 (1991), WWW Document, (https://doi.org/10.1002/tea.3660280904).
AJP/PRST-PER
F. Reif and J. Larkin, Cognition in Scientific and Everyday Domains: Comparison and Learning Implications, J. Res. Sci. Teaching 28 (9), 733 (1991), <https://doi.org/10.1002/tea.3660280904>.
APA Format
Reif, F., & Larkin, J. (1991). Cognition in Scientific and Everyday Domains: Comparison and Learning Implications. J. Res. Sci. Teaching, 28(9), 733-760. Retrieved November 10, 2024, from https://doi.org/10.1002/tea.3660280904
Chicago Format
Reif, Frederick, and Jill Larkin. "Cognition in Scientific and Everyday Domains: Comparison and Learning Implications." J. Res. Sci. Teaching. 28, no. 9, (1991): 733-760, https://doi.org/10.1002/tea.3660280904 (accessed 10 November 2024).
MLA Format
Reif, Frederick, and Jill Larkin. "Cognition in Scientific and Everyday Domains: Comparison and Learning Implications." J. Res. Sci. Teaching 28.9 (1991): 733-760. 10 Nov. 2024 <https://doi.org/10.1002/tea.3660280904>.
BibTeX Export Format
@article{ Author = "Frederick Reif and Jill Larkin", Title = {Cognition in Scientific and Everyday Domains: Comparison and Learning Implications}, Journal = {J. Res. Sci. Teaching}, Volume = {28}, Number = {9}, Pages = {733-760}, Year = {1991} }
Refer Export Format

%A Frederick Reif %A Jill Larkin %T Cognition in Scientific and Everyday Domains: Comparison and Learning Implications %J J. Res. Sci. Teaching %V 28 %N 9 %D 1991 %P 733-760 %U https://doi.org/10.1002/tea.3660280904 %O application/pdf

EndNote Export Format

%0 Journal Article %A Reif, Frederick %A Larkin, Jill %D 1991 %T Cognition in Scientific and Everyday Domains: Comparison and Learning Implications %J J. Res. Sci. Teaching %V 28 %N 9 %P 733-760 %@ 0022-4308 %U https://doi.org/10.1002/tea.3660280904


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