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Cognitive development and the complexities of the undergraduate learner in the science classroom *
Author(s) -
Markwell John,
Courtney Sean
Publication year - 2006
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.2006.494034042629
Subject(s) - relevance (law) , mathematics education , subject matter , cognition , psychology , cognitive development , science education , function (biology) , pedagogy , curriculum , biology , neuroscience , evolutionary biology , political science , law
Students' reactions to classroom learning and the mastery of science vary along a wide spectrum of attitudes and emotions. In particular, we argue here that how learners encounter and learn subject matter is a function of their level of cognitive development. We describe the stages of cognitive development based on the work of William Perry and demonstrate their relevance to the undergraduate science classroom. With examples drawn from biochemistry, we attempt to show that, depending on the student's developmental level, there will be different abilities to handle the range of assignments and activities s/he can expect to experience in the average classroom. The college science instructor can benefit from knowledge of these stages and can work through their implications to develop strategies and techniques to regulate collective student learning.