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
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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“In 1991, Johnstone arranged the three levels as the vertices of a triangle ('triangle of levels of thought') and renamed them the macro, submicro, and symbolic levels (Johnstone, 1991).”
From An analysis of the visual representation of redox reactions and related content in Brazilian secondary school chemistry textbooks (2020) · cites this paper as Johnstone, 1991
Citations
Cites
Driver, R., Guesne, E., & Tiberghien, A. (1985) · HAL · Cited by 1,540
The Role of the Laboratory in Science Teaching: Neglected Aspects of Research
Hofstein, A., & Lunetta, V. N. (1982) · Review of Educational Research · doi:10.3102/00346543052002201 · Cited by 1,003
Johnstone, A. H. (1982) · Cited by 113
Self-citationEvaluation of Chemistry Syllabuses in Scotland
Johnstone, A. H. (1974) · Studies in Science Education · doi:10.1080/03057267408559806 · Cited by 25
Self-citationGreene, H. H. (1984) · Cited by 5
Souter, N., Chambers, P., & Marshall, J. D. (1999) · Cited by 1
Research works printed but not linked: 4
- Cassels J. R. T., 1983, The meaning of words and the teaching of chemistry, Education in Chemistry, 20, 10
- Cassels J. R. T., 1985, Words that matter in Science
- Johnstone A. H., 1982, Macro and micro chemistry, School Science Review, 64, 377
- Johnstone A. H., 1988, Is practical work practicable?, Journal of College Science Teaching, 18, 190
Cited by
Sorted by citations
Singer, S. R., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 852
Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet”
Talanquer, V. (2010) · International Journal of Science Education · doi:10.1080/09500690903386435 · Cited by 593
Chemical Education: Towards Research-based Practice
Gilbert, J. K., JONG, O. D., Justi, R., Treagust, D. F., & DRIEL, J. H. V. (2003) · Kluwer Academic Publishers eBooks · doi:10.1007/0-306-47977-x · Cited by 589
Multiple Representations in Chemical Education
Treagust, D., Treagust, D. F., Justi, R., et al. (2009) · Models and modeling in science education · doi:10.1007/978-1-4020-8872-8 · Cited by 487
Taber, K. S. (2013) · Chemistry Education Research and Practice · doi:10.1039/c3rp00012e · Cited by 479
Metadata
- 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
- 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
- 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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