Course Identification

This course presents the main theoretical approaches to cognition, learning and instruction in mathematics and science. Emphasis is placed on the cognitive and socio-cultural approaches with some reference to behaviorism. Within the cognitive approach we discuss Piaget's theory of development and learning - the basis of constructivism; development from an information processing perspective, the "time" dimension of learning (Ausubel); and motivation. Within the socio-cultural approach we include Vygotsky's theory of learning, the cognitive apprenticeship model and references to situated learning.
The themes of concept learning, misconceptions, conceptual change, knowledge integration and problem-solving are discussed from both perspectives. Implications to the design and the practice of instruction are considered throughout the course.

Upon successful completion of the course- students should be able to:

1. Describe the main theoretical approaches to cognition, learning and instruction in mathematics and science and how they are related to their practice.
2. Discuss Piaget's theory of development and learning.
3. Explain the Vygotsky's theory of learning as well as the cognitive apprenticeship model and situated learning.
4. Describe the implications of concept learning, misconceptions, conceptual change, knowledge integration and problem-solving to the design and the practice of instruction.
5. Discuss, in a critical manner, central theoretical and empirical articles in relation to the different topics studied in the course.
6. Suggest instructional implications by integrating topics discussed in class.

Relevant papers will be uploaded to the course moodle site.