目次

Contents PrefaceAcknowledgments  Section 1. Student conceptions and science Introduction. The things students say: learners’ ideas about science topics Chapter 1. Why is learning science so difficult for many students? Chapter 2. Characterising and labelling learners’ ideas Chapter 3. Alternative conceptions of learning  Section 2. Making sense of student thinking Chapter 4. Innateness and development: cognitive biases influencing learners’ ideas Chapter 5. Developing intuitions about the world Chapter 6. The role of language in learning science Chapter 7. The influence of everyday beliefs Chapter 8. Thinking about knowing and learning: Metacognitive and epistemological limitations on science learning Chapter 9. Integrating knowledge and constructing conceptual frameworks  Section 3. Diagnosing student thinking in science learning Chapter 10. A provisional synthesis: Learning, teaching, and ‘bugs’ in the system Chapter 11. The science teacher as learning doctor Chapter 12. Science teaching informed by an appreciation of student thinking