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  Home > JCE Print > Journal of Chemical Education > Issues > 2001  > August  >
Research: Science and Education
Theories or Fragments? The Debate Over Learners' Naive Ideas About Science
Mary B. Nakhleh
Department of Chemistry, Purdue University, West Lafayette, IN 47907
Cover
August 2001
Vol. 78 No. 8
p. 1107
Abstract
Do novice science learners have naive but coherent theories about the world or do they have only fragmented, disconnected ideas about science concepts? This is the crux of the debate currently being fought out among cognitive scientists. This paper briefly reviews that debate and then shows how both the 'knowledge in pieces' ideas of Andrea diSessa and the concept of naive theories can be applied to chemistry instruction. Data from two recent studies of learners' ideas about bonding and the nature of matter are also presented as illustrations of both naive theories and diSessa's ideas.
More Information
*  Citation
 Nakhleh, Mary B. J. Chem. Educ. 2001 78 1107.
*  Keywords
 CER Learning Theories; CER Misconceptions; Chemical Education Research; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 July 10, 2001
August 31, 2005
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