UConn Physics Colloquium

What does it mean to learn, and how does our interpretation of this impact what we do in a classroom? If we consider various research lines in cognitive science and education, we see that there are multiple and diverse outcomes in the learning process that do not always fit with our own ideals of learning. My work considers the multiple goals we may strive towards in science education and the multiple models we hold for learning, both explicitly and implicitly.  I will demonstrate how the goals and models of learning we implicitly demonstrate for students’ impact what they come to know about physics and the process of science in general.