On the identification of principles in science that might inform research into students’ beliefs about natural phenomena

Abstract

Schemes of work should plan for progression in students’ cognitive development and differentiation of activities for students with different levels of performance. Recent research into students’ beliefs about natural phenomena has not been successfully or widely incorporated into ways of dealing with these twin issues except through differentiation by outcome. It is suggested here that a view of students’ beliefs as being both structured and progressive is necessary to interpret the data from research into students’ beliefs in a more useful manner. The justification for adopting this is developed by considering scientists’ approaches to natural phenomena. Principles can be identified in scientists’ approaches that may be useful to clarify thinking about students’ learning.