Math and Science Education

Resnick provides an excellent brief account of current work in cognitive psychology and its important implications for math and science education. As she indicates, most cognitive psychologists view knowledge as consisting of highly organized schemata into which new experiences are assimilated and view the learner as actively constructing new knowledge. This view is consistent with the ideas that Piagetian theorists and educators have been propounding for many years, although Resnick’s discussion is rooted in the more detailed analysis of specific knowledge and learning in specific content areas that typifies the information-processing paradigm of modern cognitive science