Science Learning Doctors group: an inter-net discussion forum for exploring and
exchanging ideas about specific student learning difficulties in science and how
to overcome them.

The Science Learning Doctors discussion group has now been established as a
‘virtual action-research group’ to allow science teachers to implement, discuss,
comment on, critique, feedback on (etc.) the classroom application of a model of
the learning bugs which can prevent student learning the science we try to
teach.

This model, the typology of learning impediments, is a tool for analysing what
has gone wrong when students fail to learn what we wish, or develop
understandings inconsistent with the versions of science presented in the
curriculum.

Summary of the model (at August 2006)
(Note – this is just a summary: please refer to a fuller account of the model to
appreciate the significance and nature of the different categories – e.g. see
http://people.pwf.cam.ac.uk/kst24/ScienceLearningDoctors.html)

A major distinction is between situations when
• the learner is unable to make sense of the teaching in terms of existing
conceptual frameworks: a null learning impediment is when the learner does not
relate teaching to any existing knowledge. In a null learning impediment, the
teacher assumes prior learning that will act as foundations for new learning,
but the student does not make that connection.
•deficiency learning impediments - where the learner’s conceptual structure
does not include the assumed prior learning: If prerequisite knowledge is
absent, the teacher needs to make good the deficiency - so that sound
foundations are available for constructing new knowledge
•fragmentation learning impediments - where the assumed prior knowledge is
present, but is not activated by the learner: if appropriate prior learning is
present, but is not brought to mind, then the teacher has to help activate this
knowledge in the context of new learning,
• the learner interprets the teaching differently to how the teacher intended: a
substantive learning impediment is when teaching is related to existing
knowledge and understanding, but in such a way as to distort the intended
meaning
•grounded learning impediment occurs when aspects of existing knowledge \
understanding do not provide sound foundations for new learning. Inappropriate
beliefs may derive from:
•‘intuitive’ learning: the way the world seems to b
•social sources: ‘life-world’ knowledge, folk beliefs
•poor pedagogy: flawed curriculum models, or ineffective previous
teaching
•associative learning blocks: is when the student understands teaching in
terms of knowledge that is inherently sound, but makes inappropriate
connections, e.g.
•by misinterpreting linguistic cues
•by drawing inappropriate analogies
•by failing to appreciate the nature of scientific models

The purpose of the project is to help teachers develop their diagnostic skills
in the classroom, and see students' comments (both in class, and in written
work) as signs that can help us get to the bottom of learning bugs that lead to
students failing to learn, misunderstanding and developing misconceptions about
science concepts.

The project is intended to work at four levels:
• helping individual teachers identify learning bugs in case of individual
learners;
• and through that, developing greater diagnostic sensitivity, and deeper
insights into student learning, that will support teaching of other students and
classes;
• and supporting other teachers through discussion of these ideas using the
email list;
• and through the discussion of these ‘cases’ on the list, to help critique and
develop the model for the future benefit of teachers and students.

This is an action-research project, in which all contributing to the discussion
are part of an extended ‘virtual’ research team. It is hoped that (a) teachers
will find the model helps them in their teaching, and that (b) the discussion
group will provide evidence of the strengths and weaknesses of the model, and
contribute to its development. However, it is in the nature of such an
‘experimental’ project that only time will tell if is successful in these aims.