The problem with conventional science instruction, according to cognitive scientist Susan Carey, is that it assumes that its goal is to fill a gap in a student’s knowledge — when really the issue “is not what the student lacks, but what the student has, namely alternative conceptual frameworks for understanding the phenomena covered by the theories we are trying to teach.”

För oss som levt länge med Piagets teorier om kunskapsutveckling är det här ingen överraskning.

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