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Document Type

Editorial

Abstract

Our previous editorial (Clough and Kruse, 2010) in the Iowa Science Teacher Journal used conceptual change theory (Posner, 1982; Pintrich et al., 1993; Abd-El-Khalick & Akerson, 2004; Clough, 2006) to highlight the similarities between students learning science content and educators learning to teach well. An important part of conceptual change is first acknowledging and then confronting current ways of thinking. That is, before learners (whether children or adults) will consider altering their thinking, they must first develop some sense of dissatisfaction with their currently held ideas. That can be difficult because the ideas people hold do appear to work — that is why they are satisfied with their current thinking.

Publication Date

Spring 2010

Volume

37

Issue

2

First Page

2

Last Page

4

Copyright

© Copyright 2010 by the Iowa Academy of Science

Language

en

File Format

application/pdf

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