Understanding Science Through Knowledge Organizers: An Introduction

We propose, in this paper, a teaching program based on a grammar of scientific language borrowed mostly from the area of knowledge representation in computer science and logic. The paper introduces an operationizable framework for understanding knowledge using knowledge representation (KR) methodology. We start with organizing concepts based on their cognitive function, followed by assigning valid and authentic semantic relations to the concepts. We propose that in science education, students can understand better if they organize their knowledge using the KR principles. The process, we claim, can help them to align their conceptual framework with that of experts which we assume is the goal of science education

Observing the microbial world : student experiences

Students carry many preconceived notions about microorganisms. Exploring puddles of rainwater provide an opportunity to reveal these notions and help students appreciate the diverse microscopic life-forms present around them. Can teachers use such explorations to offer students a first-hand experience of the process of science, and help develop their scientific skills