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

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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

Cites

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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

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

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