ABSTRACT
In this chapter we explore the nature of learning in general and sci ence learning in particular to develop what we call the knowledge inte gration perspective on learning. Investigations of the systemic, com plex nature of science education require a perspective on learning matched to the rich, dynamic classroom experience. We combine views of learning from two lenses motivated by rather distinct research traditions. First, we look at learning through the science learning lens, drawing on investigations of the development of expertise in the sci ence disciplines, including in-depth studies of individuals performing complex tasks and longitudinal studies of individuals developing un derstanding of concepts and of the nature of science itself. Second, we look at learning through the cognitive process lens, drawing on inves tigations of memory, skills, and reasoning often conducted under well controlled conditions. Much of this cognitive research is carried out in laboratory settings with college students using tasks that limit or con strain the role of prior knowledge. Combining these two lenses brings together studies that rely on quite different time frames: Studies of science learning typically elicit views developed over a period of weeks, months, or years, whereas studies of memory and skill development of ten capture the process of learning over a period of seconds, minutes, or hours. Remarkably, these lenses, although drawing on somewhat unique investigations, offer a more coherent perspective on learning.
