Learning science

Abstract

In this chapter, we take up a review of the literature on science learning and teaching that is guided by the concomitant and ongoing developments in cognitive sciences and science studies begun during the second half of the 20th century. We have chosen to focus our review on a few salient topics that capture the vibrant debates and current challenges among researchers that have emerged when the study of science learning, science discourse, and scientific inquiry is examined in context (e.g., conceptual, epistemological, and social), at different ages (e.g., preschool, K-8, secondary, adult) and in various learning environments (e.g., formal and informal).