Model of educational reconstruction
Article for encyclopedia › Research
Publication data
| By | Reinders Duit |
| Original language | English |
| Published in | Richard Gunstone (Ed.), Encyclopedia of science education |
| Pages | 654-655 |
| Editor (Publisher) | Springer |
| ISBN | 978-94-007-2149-4, 978-94-007-2150-0 |
| DOI/Link | https://doi.org/10.1007/978-94-007-2150-0_157 |
| Publication status | Published – 2015 |
A key feature of theEducational Reconstructionapproach is that in planning instruction – by teachers or curriculum developers – the science content to be learnedandstudents’ cognitive and affective variables, including their learning processes, should be given equal attention. In addition, the science content is not viewed as “given” but has to undergo certainreconstructionprocesses. Thescience content structure(e.g., for the concept of evolution) has to be transformed into acontent structure for instruction. The two structures are fundamentally different. The first step in this reconstruction, called “elementarization” (in German, Elementarisierung), is to identify the elementary ideas that relate to the aims of instruction, taking into account student perspectives (e.g., their pre-instructional conceptions). Then the content structure for instruction has to be developed. Finally, teaching and learning settings have to be designed.
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