Abstract
Traditional teaching practices only poorly reflect what is known about the learning process. To improve science education, teachers and scientists must take note of the implications of cognitive science.
| Original language | English |
|---|---|
| Pages (from-to) | 56-62 |
| Number of pages | 7 |
| Journal | Physics Today |
| Volume | 44 |
| Issue number | 9 |
| State | Published - Sep 1991 |
| Externally published | Yes |
ASJC Scopus subject areas
- General Physics and Astronomy