A biological basis for generative learning in technology-and-science Part II: Implications for technology-and-science education

Abstract

A biological basis for learning reconfigures our ways of thinking about learning generally (as we argued in the first of this set of papers). In this second paper, we argue the worth of this new view of learning and its fruitfulness for technology-and-science education in particular. In support, we cite seminal writings on learning by theorists (such as Dewey, Peirce and Piaget among others) which can now be corroborated neuroscientifically. We demonstrate the potency of this new view of learning in making sense of the findings of empirical studies of technology-and-science learning, modelling technologyand-science education as a set of five natural and contiguous acts. We conclude by considering some technology-and-science teaching and curriculum implications of adopting this biological view of learning.