Note to users. If you're seeing this message, it means that your browser cannot find this page's style/presentation instructions -- or possibly that you are using a browser that does not support current Web standards. Find out more about why this message is appearing, and what you can do to make your experience of our site the best it can be.

Science 29 April 1983:
Vol. 220. no. 4596, pp. 477 - 478
DOI: 10.1126/science.220.4596.477
Prev | Table of Contents | Next

Articles

Mathematics and Science Learning: A New Conception

Lauren B. Resnick 1

1 Co-director of the Learning Research and Development Center and a professor of psychology at the University of Pittsburgh, Pittsburgh, Pennsylvania 15260

Findings in cognitive science suggest new approaches to teaching in science and mathematics.


THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES:
Toward a Methodology for the Measurement of Knowledge Structures of Ordinary People: The Conceptual Content Cognitive Map (3CM).
A. R. Kearney and S. Kaplan (1997)
Environment and Behavior 29, 579-617
   Abstract »
From Student to Scientist: An Experiential Approach to Science Education.
P. TUSS (1996)
Science Communication 17, 443-481
   Abstract »
Chapter 1: A Review of the Research on Student Conceptions in Mathematics, Science, and Programming.
J. Confrey (1990)
Review of Research in Education 16, 3-56
   PDF »
Learning and Instruction: An Examination of Four Research Perspectives in Science Education.
B.-S. Eylon and M. C. Linn (1988)
Review of Educational Research 58, 251-301
   Abstract »    PDF »
The Psychology of Mathematics Learning: Past and Present.
H. Beilin (1985)
Education and Urban Society 17, 377-385
Computer-Based Instructional Dialogs in Science Courses.
A. B. Arons (1984)
Science 224, 1051-1056
   Abstract »    PDF »
The Conjunction Fallacy: A Task Specific Phenomenon?.
D. M. Morier and E. Borgida (1984)
Pers Soc Psychol Bull 10, 243-252
   Abstract »
Math and Science Education.
G. F. DAVIES (1983)
Science 221, 1006
   PDF »


To Advertise     Find Products

Science. ISSN 0036-8075 (print), 1095-9203 (online)