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Cognitive Development and Science Education: Ships that Pass in the Night or Beacons of Mutual Illumination?
Two beliefs widely shared among the contributors to this volume are that (a) theoretical and empirical advances in cognitive and developmental psychology can provide a solid basis for improved instructional practice; and (b) the challenge of instructional innovation can raise new questions for basic cognitive research. Evidence supporting the first belief—mplicit in the large dose of cognitive and developmental psychology contained in most degree programs in education—comes from the type of chapters in this and related volumes (e.g., Bruer, 1993, McGilly, 1994), as well as the ...
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