Intuitions, Conceptions and Frameworks: Modelling Student Cognition in Science Learning - New Science of Learning - page 175

and changeable answers, but other times reliably offer accounts of complex well-
integrated frameworks of conceptions. This is illustrated in Fig. 8.1. A single chapter
can only offer a brief taster of how ideas from the cognitive sciences are supporting
research into science education (and many of the ideas mentioned in this chapter
are explored in more depth in Taber, 2009). It is certainly not the case that science
educators now have a clear understanding of cognition that explains all we wish to
know about learning in science, and how to support that learning more effectively.
However, the adoption of a range of notions from the learning sciences is certainly
offering the means to start clarifying some of the vague taken-for-granted ideas that
have been common in the field, and is offering useful models of cognition that are
helping us make much better sense of the disparate findings of research in this field.

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