It relies mainly on the ability to remember
It supports transfer to other contexts
It specifies the circumstances in which it is applicable
It is organized around important concepts
There is variation in the rate of cognitive development among children
Children come to the classroom with prior knowledge about science
To learn science children must seek explanations based on evidence
Children learn science by doing science
Naive conceptions
Accomodation
Assimilation
Module matching
Standardization
Predetermination
Differentiaion
Conditionalization
Children do not know the world as it is
Children create their own reality
Children's beliefs affect the information their senses deliver
Children do not have naive conceptions
The teacher has a particular learning style and brings it to bear as units and lessons are constructed
Children have particular learning styles and the teacher needs to adjust to them
Socioeconomic status may conflict with learning style
A cooperative group's learning style may conflict with the teacher's learning style.
Previous beliefs
Knowledge of misconceptions
Inability to reason at a young age
Desire to separate what is believed from what is real
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