Philippine Normal University

The National Center for Teacher Education

COLLEGE OF GRADUATE STUDIES
AND TEACHER EDUCATION RESEARCH
Manila

Name: RAYMOND T. TORALDE Subject: SciEd 801 – Theoretical Perspectives in Science …

Degree Program: Doctor of Philosophy - Major in Science Education Date of Lecture: Oct. 13, 2021

Before the Reading
There is a metaphor that
lingers in me whenever I hear
the terminology, cognitive
science. Our cognitive
faculty can be compared to a
computer, the human brain is
its hardware while human
mind is its software. Though
the said theory involves
multiple disciplines that can
be anchored to cognitive
science, yet it still fascinating
that even from now we are
amazed how our brain works.
In the 2010 issue of
International Journal
Science Education, one of the
research reports published is
entitled, “A Framework for
Re‐thinking Learning in
Science from Recent
Cognitive Science
Perspectives” by Australian
researchers Russell Tytler &
Vaughan Prain.
Summary (Answers to Guide Questions) After the Reading
1. What are the recent evidences of cognitive science related to learning and
conceptual change? From the literature reviewed in the study of Tytler & Prain, and particularly As I have said, the way I
drawing on Klein’s (2006) analysis, the key claims to inform such a learning framework, that learned about the term,
would delineate it from traditional cognitive science perspectives and from classical conceptual cognitive science is quite
change ideas, are: the partial, context-dependent and individual ways in which meaning is similar to the meaning-
constructed; the perceptually based, contingent, “expressive” nature of individuals’ under- making process that the
standing of concepts, as distinct from them being well defined and invariant; the importance of research subjects undergone
non-formal processes such as associative thinking and pattern completion, alongside formal about the term, evaporation.
reasoning; and the critical role of representations as cultural artefacts in supporting reasoning The explanations made by the
and conceptual change as illustrative of the way language constitutes and shapes thought rather pupils in the study were said
than acts as an after-the-event by-product of conceptual understanding. to be associative – it consists
of analysis and metaphors
2. Why the study utilized longitudinal design? The study utilized a longitudinal design
references that eventually
because it best suits the cohort study that is extended over a period of time, in the study of Tytler
served as context clues to
& Prain, it lasted for 7 years in primary school. The research design used measures the
define a particular word.
characteristics in terms of the cognitive development in depth that involves repeated several
Indeed, there is really a
observations and interviews made by the researchers themselves.
of significance of the three
3. What are the major results and implications of the study? The implication of the study in elements of learning
science learning is that, the researchers are both assertive to focus on representational framework such as
negotiation to be a significant process in science classrooms, with the teacher opening up individual, contextual and
discussion of representations and developing an explicit language for discussing them. For this perceptual nature of meaning
to happen, concepts need to be understood as ways of thinking that provide the means of making, and the importance
explaining a variety of phenomena. There should be greater emphasis on inducting students into of associative thinking
powerful representations, such as particle distribution or more abstract models such as energy (Tytler & Prain, 2010) in
flow diagrams or systems representations, and learning to apply these flexibly. Cognitive Science.

Reflection:
In a research study conducted, it can be gleaned that the researchers have a ton of patience and perseverance in conducting the research study. Though
out of 15 research subjects, it was reduced into 9 children in the final year. So, science teachers should be patient and flexible enough in handling similar
situations. I have learned that understanding a concept in science involves being able to operate flexibly and coherently with a range of associated
representations, and this process will involve both deductive and inductive teaching, and non-formal personal and perceptual approach. Knowing how diverse the
learners’ backgrounds are, what’s more with their intellectual capacity, that’s why it is a big help if there is framework in rethinking science learning.

Marasigan, A. C. and Virgilio M. & Kim Gun-do (2018, August). A Study on the Sustainable Education Development in Environmental Awareness of Filipinos. The Journal of Asian Studies ISSN15988-6675 Vol. 21 (3) p. 85-
112.