How Students Think and Learn Science - Using a Constructivist Theoretical Framework and Vygotsky's Socio-cultural Interaction to Understand the Concepts of Pollination Seed Dispersal and Food Chains

Science learning may be perceived difficult because of complex content ofsome concepts. Can development and quality of socio-cultural interactionwith adults and capable peers enable students to more easily construct anunderstanding of science following standards? This research investigates students'conceptual understanding of ecological interdependency in foodchains pollination and seed dispersal across k-12 and college using a constructivisttheoretical framework. Responses to interview questions werecategorized as either everyday or scientific concepts and as a transitionthrough Lev Vygotsky's Zone of Proximal Development (ZPD). The researchshould help answer the following: Did students vary across concepts andgrade levels? What is the dynamic nature of the ZPD continuum that enablesteachers to plan in order to individualize instruction? How can teachersengage students to reflect and reconstruct understanding through formalconcepts and socio-cultural interactions? How can teachers help studentsuse tools such as language and thought to increase cultural capital in theform of enhanced understanding and problem solving? This book is directedprimarily to professionals in biology and science education and other interestededucators.