Planning and analysing science teaching & learning: Concept of learning demand
Prof. Phil Scott (Centre for Studies in Science and Mathematics Education (CSSME), University of Leeds, UK)
Abstract by prof. Scott:
"All science teachers are aware that some topics in science are more difficult to learn and more challenging to teach than others. The concept of learning demand provides one perspective on why this is the case. The notion of ‘learning demand’ follows from a sociocultural analysis of what is involved in teaching and learning science. In this session I shall first of all set out in theoretical terms, drawing on Vygotskian perspectives, what is meant by learning demand. I shall then consider the implications of this for the everyday practices of planning and implementing science teaching drawing on specific examples and also for research."
