Our inter-departmental group at Maryland studies the learning and
teaching of science, from childhood through graduate-level expertise.
We work from and argue for perspectives on knowledge and reasoning as
involving manifold resources of various kinds. I'll give an overview
of this work, with examples from studies of students' reasoning at a
range of levels as well as from studies of teachers' attention to
students' reasoning, and I'll discuss near-term implications and
long-term directions for research.
Last modified: Tue Nov 11 13:24:37 2008