© 2018

Successful Science and Engineering Teaching

Theoretical and Learning Perspectives

  • Shows how students can resolve cognitive dissonance to transcend their misconceptions

  • Shows how a student can use Reflective Writing to begin to analyze material in the manner of the modern theory of hermeneutics

  • Offers ways of getting students to view science in terms of a coherent scientific framework and how we can get students to change the way they learn science


Part of the Innovation and Change in Professional Education book series (ICPE, volume 16)

Table of contents

  1. Front Matter
    Pages i-xix
  2. How Students Learn Science

    1. Front Matter
      Pages 1-1
    2. Calvin S. Kalman
      Pages 3-11
    3. Calvin S. Kalman
      Pages 23-46
    4. Calvin S. Kalman
      Pages 47-67
    5. Calvin S. Kalman
      Pages 69-87
  3. Theoretical and Learning Perspectives

    1. Front Matter
      Pages 89-89
    2. Calvin S. Kalman
      Pages 111-141
    3. Calvin S. Kalman
      Pages 143-159
    4. Calvin S. Kalman
      Pages 161-198
  4. Final Thoughts

    1. Front Matter
      Pages 199-199
    2. Calvin S. Kalman
      Pages 201-233
    3. Calvin S. Kalman
      Pages 235-255
    4. Calvin S. Kalman
      Pages 257-261
  5. Back Matter
    Pages 263-271

About this book


This second edition goes beyond the question of whether or not a pedagogical technique is effective, towards more of a focus on answering the question of why a particular technique or class of techniques is effective. In particular it is shown that students’ epistemological beliefs could become more expert-like with a combination of appropriate instructional activities. The debate in the science education community between those who believe that students come in to the classroom with a theory about the subject which is different from that described by the teacher and their textbooks and those who feel that students’ knowledge consists of isolated structures is elaborated especially in the light of the work by M.J. Lattery. Discussion of the stages in epistemic development in students beginning with the Perry model and continuing through later developments is now included. In this edition there is a discussion of how an instructor can enable the student to resolve cognitive dissonance in the difficulties students have in transcending their misconceptions. The second edition includes research comparing Peer Instruction with the Conceptual Conflict Collaborative Group Activity that had been described in the first edition. Much better instructions are available for students on how to use Reflective Writing including a rubric that simplifies the marking of Reflective Writing.


student-centered Reflective Writing epistomological beliefs Qualitative Research on Reflective Writing metacognitive practice faculty self-development writing-to-learn conceptual conflict inquiry-based social contructivism critical thinking philosophy of science learning and instruction

Authors and affiliations

  1. 1.Science CollegeConcordia UniversityMontrealCanada

Bibliographic information