TY - JOUR
AU - Wittrock, Merlin
AB - Studies in Science Education, 12 (1985) 59-87 The Generative Learning Model and its Implications for Science Education ROGER OSBORNE Physics Department, University of Waikato MERLIN WITTROCK Department of Education, University of California, Los Angeles BACKGROUND During the last decade there has been a major upsurge in interest, within science education, in children's ideas (Driver, 1984; White and Tisher, in press). Of parti­ cular interest are; (i) the conceptions of the natural and physical environment which children bring with them to science lessons; and (ii) the impact of science lessons on those ideas. Conferences have been organised to discuss and report on findings (Archenhold, Driver, Orton and Wood-Robinson 1980; Helm and Novak 1983; and Pines and West 1984); team research projects have been based on these issues (e.g. Bell and Driver 1984; Osborne and Freyberg 1985); and reviews of the research have been produced (Driver and Erickson 1983; Gilbert and Watts 1983). The findings from this research as summarised by Osborne and Wittrock (1983), and Champagne, Gunstone and Klopfer (1983) are: (i) children have views about a variety of topics in science from a young age and prior to the formal learning of science; (ii) children's views are often different 
TI - The Generative Learning Model and its Implications for Science Education
JF - Studies in Science Education
DO - 10.1080/03057268508559923
DA - 1985-01-01
UR - https://www.deepdyve.com/lp/taylor-francis/the-generative-learning-model-and-its-implications-for-science-b0kuervU25
SP - 59
EP - 87
VL - 12
IS - 1
DP - DeepDyve
ER -