Is Cognitive Science Relevant to Teaching?
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This paper is concerned with the application of cognitive science to the problems of pedagogy. My discussion bears on teaching generally but I give some emphasis to the case of science education as illustrative. A voluminous literature professes to explain “How Cognitive Science Can Contribute to Education” (Bruer 1995). My concern is not to directly deny such claims or to impugn work that might warrant them. However, I survey a sample of cognitive science writing that is demonstrably without any such value. Since the cases are chosen for their shortcomings, there is no suggestion that the work discussed is representative, but only widespread. The exercise is important because, if warranted, the critique reveals a malaise in the field where spurious claims for the educational value of cognitive science including neuroscience are so widespread.
Abstract
This paper is concerned with the application of cognitive science to the problems of pedagogy. My discussion bears on teaching generally but I give some emphasis to the case of science education as illustrative. A voluminous literature professes to explain “How Cognitive Science Can Contribute to Education” (Bruer 1995). My concern is not to directly deny such claims or to impugn work that might warrant them. However, I survey a sample of cognitive science writing that is demonstrably without any such value. Since the cases are chosen for their shortcomings, there is no suggestion that the work discussed is representative, but only widespread. The exercise is important because, if warranted, the critique reveals a malaise in the field where spurious claims for the educational value of cognitive science including neuroscience are so widespread.
참고문헌 (45)
- "Situated Learning and Education", 25(4), pp.5~11 (1996)
- "The Educational Relevance of Research in Cognitive Neuroscience", 10(3), pp.297~342 (1998)
- "S. 1985. Conceptual Change in Childhood. Cambridge", MIT Press.
- "Science Education as Conceptual Change", 21, pp.13~19 (2000)
- "H.A. 1973. Perception in Chess. Cognitive Psychology", pp.55~81
- "Kuhn’s Theory of Scientific Revolutions and Cognitive Psychology", 11(1), pp.5~28 (1998)
- "R. 1981. Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science. 5", pp.121~152
- "P. 1994a. Constructivism in Mathematics and Science Education", 23
- "Constructivist and Sociocultural Perspectives on Mathematical Development", 23, pp.13~20
- "Some Old Ideas and Recent Findings. In Kleinmuntz"
- "Can Scientific Development and Children’s Cognitive Development Be the Same Process?", 66, pp.565~578 (1999)
- "Constructing Scientific Knowledge in the Classroom", 23(7), pp.5~12 (1995)
- "Preface by Series Editor, E. von Glasersfeld, Radical Constructivism: A Way of Knowing and Learning" (1995), London: The Falmer Press
- "Science as Child’s Play: Tales from the Crib", 63, pp.534~537 (1996)
- Fodor, "J. 1981. Special Sciences. In his Representations. Cambridge", Bradford[DOI]
- Giere, R, "The Scientist as Adult", 63, pp.538~541 (1996)
- Gopnik, A, "The Scientist as Child", 63, pp.485~514 (1996)
- Gopnik, A, "Words, Thoughts and Theories" (1997), Cambridge, Mass.: MIT Press
- Hoffman, D.D, "Visual Intelligence" (1998), New York: W.W. Norton
- Jung, "W. 1993. Uses of Cognitive Science to Science Education. Science & Education", pp.31~56
- Kitchener, "R.F. 1981. The Nature and Scope of Genetic Epistemology. Philosophy of Science. 48", pp.400~415
- Matthews, "The Role of History and Philosophy of Science. New York"
- Matthews, M.R. ed, "Constructivism in Science Education" (1998), Dordrecht: Kluwer
- Matthews, P.S.C, "Problems with Piagetian Constructivism", 6, pp.105~119 (1997)
- "N. 1989. Conceptual Change in Science and in Science Education. Synthese. 80", pp.163~183
- Nersessian, N, "Should Physicists Preach What they Practice? Modeling in Doing and Learning Physics", 4(3), pp.203~226
- Nersessian, N, "Child’s Play", 63, pp.542~546 (1996)
- Phillips, D.C., "The Good, the Bad, and the Ugly: The Many Faces of Constructivism", 24(7), pp.5~12 (1995)
- Phillips, D.C, "How, Why, What, When, and Where: Perspectives on Constructivism in Psychology and Education", 3(2), pp.151~194 (1997)
- Posner, ". Accommodation of a Scientific Conception Toward ad Theory of Conceptual Change. Science Education. 66", pp.211~227 (1982)
- Simon, "J.H. 1981. Learning Through Growth of Skill in Mental Modeling. In Proceedings of the Third Annual Conference of the Cognitive Science Society reprinted in H.A. Simon Models of Thought", me ii, pp.134~144 (1989), Yale University Press
- Simon, "P. 1981. The Central Role of Learning in Cognition"
- Anderson (Ed.), "reprinted in H.A. Simon Models of Thought", me ii, pp.361 102~80 115, Yale University Press
- Solomon, M, "Commentary on Alison Gopnik’s ‘The Scientist as Child’", 63, pp.547~551 (1996)
- Schwitzgebel, E, "Children’s Theories and the Drive to Explain", 8(5), pp.457~488 (1999)
- Steffe, L.P, "Constructivism in Education" (1995), Hillsdale, N.J.: Lawrence Erlbaum
- Steffe, L.P., "Introduction, in L.P. Steffe and J. Gale eds., Constructivism in Education" (1995), Hillsdale, N.J. : Lawrence Erlbaum
- Stich, S, "Theory to the Max", 13(3), pp.421~449 (1998)
- Sweller, J, "Cognitive Architecture and Instructional Design", 10(3), pp.251~296 (1998)
- Tobin, "D. 1993. Constructivism as a Referent for Teaching and Learning The Practice of Constructivism in Science Education", pp.3~21, AAA Press
- E. 1989. Cognition, "Construction of Knowledge", 80, pp.121~140
- in K. Tobin ed, "e. 1993. Questions and Answers about Radical Constructivism The Practice of Constructivism in Science Education", AAA Press.
- von Glasersfeld, E, "Radical Constructivism: A Way of Knowing and Learning" (1995), London: The Falmer Press
- Vosniadou, S, "From Conceptual Development to Science Education: A Psychological Point of View", 20(10), pp.1213~1230 (1998)
- Townsend, D. J, "The linguistic representation and processing of event structure", 5, pp.157~244 (2004)