Cited by 1,321Science Education and PedagogyVisual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.

Why is science difficult to learn? Things are seldom what they seem

Johnstone, A. H.·1991·Journal of Computer Assisted Learning

DOI 10.1111/j.1365-2729.1991.tb00230.x

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Abstract

The difficulties of learning science are related to the nature of science itself and to the methods by which science is customarily taught without regard to what is known about children's learning. An information processing model is proposed to guide thinking and research in this area.

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Crossref · 10.1111/j.1365-2729.1991.tb00230.x

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Authors: Johnstone, A. H.
Affiliations: University of Glasgow (GB)
Corresponding author: Johnstone, A. H.
Venue: Journal of Computer Assisted Learning
Publisher: Wiley
Published: 1991-06
Volume: 7
Issue: 2
Pages: 75-83
ISSN: 0266-4909 (ISSN-L)
1365-2729
DOI: 10.1111/j.1365-2729.1991.tb00230.x
OpenAlex: W2166624758
Semantic Scholar: e5120cb07075e3a2e46612bfad670ce951b27178
Cited by: 1,321
References: 6
Citations by year: 2026: 103 · 2025: 77 · 2024: 78 · 2023: 79 · 2022: 96 · 2021: 109 · 2020: 80 · 2019: 109 · 2018: 78 · 2017: 48 · 2016: 55 · 2015: 57 · 2014: 56 · 2013: 50 · 2012: 44
FWCI: 2.37
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 6155 d)
Locations: Journal of Computer Assisted Learning (publishedVersion)
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: science learning difficulties, nature of science, science teaching methods, children's learning, information processing model, cognitive models of learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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Why is science difficult to learn? Things are seldom what they seem

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks