Learning theories and models in science

In his grace, God has given us different gifts for doing certain things well. (Romans 12:6a)

Many learning theories and models have been applied to the teaching of science (Herr, 2007). Some of the more prominent ones are included in this blog post.

Active Learning is a theory that places the responsibility for learning with the student (Bonwell & Eison, 1991). It is comprised of a set of strategies to engage the student in learning by doing. Problem-based learning and inquiry-based instruction are two examples of active learning. Activities that fit under this model which I have used include discussion, think-pair-share, cooperative learning, group projects and student presentations.

Gardner’s theory of multiple intelligences (Gardner, 1993) implies that students will learn better though some modalities than others. Thankfully, science is well suited to covering to multiple learning modalities. My lessons typically incorporate a PowerPoint (visual intelligence), discussion or verbal explanation (linguistic intelligence), notes and written activities (linguistic and mathematical intelligence), group activities (interpersonal intelligence), and hands-on experiments (naturalist and kinesthetic intelligence).

As well as catering to varied learning styles, science is often taught following the Kolb cycle (Kolb, 1984; Figure 1). A typical lesson begins with a concrete experience (e.g. tug of war or youtube video), followed by a reflection what they just did or watched [reflective observation] through a class discussion. The learning is then consolidated through notes and written activities [abstract conceptualization]. Then the students carry out an experiment that explored the topic [active experimentation / concrete experience], which ideally finished with a concluding reflection on the experiment [reflective observation].

Figure 1. The Kolb cycle.

I have observed Bloom’s taxonomy (Bloom, 1956) frequently used to develop lessons and activities with the aim of developing critical higher order reasoning in science students. My AT at my host school used Bloom’s taxonomy to develop a series of assessed activities from which students could select a range of options that required thinking from comprehension all the way through to synthesis and evaluation.

The theory of constructivism is particularly applicable to the study of science (Bodner, 1986). Students are required to process new information by building upon and/or altering prior knowledge. For example, when studying the structure of matter over the different year levels students are continually required to build upon and modify their concept of atoms. Under this model the science teacher facilitates their students’ discovery of principles (experiments) and construction of knowledge (theories).

Finally, Schulman proposed that teachers require pedagogical content knowledge (PCK) to be effective (Schulman, 1986). They must know the challenges students face and the misconceptions commonly developed, and know how to use the student’s prior knowledge to help them build new, correct understandings. Effective teachers have both expert content knowledge and expert PCK. I have developed an expert content knowledge through my studies and research and have begun to develop my PCK through experience and learning from experienced teachers.

Science teachers usually utilise a wide range of learning theories in their teaching. The diversity in their classroom necessitates them to do so. With a combination of these theories, I should be well prepared for the challenges of teaching science.


Bloom, B. S. (1956). Taxonomy of educational objectives: The classification
       of educational goals. New York, NY: David McKay Company Inc.

Bodner, G. (1986). Constructivism: A theory of knowledge. Journal of Chemical
       Education, 63(10), 873-877. 

Bonwell, C. & Eison, J. (1991). Active learning: Creating excitement in the
       classroom. In AEHE-ERIC Higher Education Report No.1. Washington, DC:
       Jossey-Bass.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New
       York, NY: Basic Books.

Herr, N. (2007). Theories and Perspectives in Science Education. Retrieved
       from http://www.csun.edu/science/ref/theory-research/theories-science-
       education.html

Kolb, D. A. (1984). Experiential learning experience as a source of learning
       and development. Englewood Cliffs, NJ: Prentice Hall.

Schulman, L. S. (1986). Those who understand: Knowledge growth in teaching.
       Educational Researcher, 15(2), 4-14.