James Greeeno, (University of Pittsburgh, USA), Colin Ashe, Jodi Davenport, Michael Karabinos (Carnegie Mellon University, USA), Gaea Leinhardt (University of Pittsburgh, USA), David Yaron (Carnegie Mellon University, USA)
The perspective we take on theoretical frameworks is as resources for activities of design and implementation of instruction in science and for explaining ways in which instruction is successful or not. Theoretical frameworks in the learning sciences support analyses that focus on different aspects of learning and cognition. Studies that use a framework can also feed back advances of theoretical concepts.
We present two illustrative cases; both used resources from cognitive theory, one also used resources from the situative framework. The cognitive case improved and studied learning and understanding the concept of equilibrium in introductory college chemistry. This drew on and advanced the cognitive concept of mental models. The situative case involved teaching and learning aspects of the concept of habitat in a fifth-grade science unit. This drew on and advanced the situative concept of positional framing.