Potential Abstract: This research article critically examines the role of connectionist factors in the context of learning science, within the framework of neoliberal conversations in education. The increasing emphasis on market-driven educational policies, accountability, and standardized assessments has shaped the landscape of science education. Neoliberal ideologies have influenced the way in which science is taught, learned, and assessed, often prioritizing surface-level memorization and devaluing deeper conceptual understanding. This study seeks to uncover the underlying factors that contribute to the success or failure of connectionist learning approaches in science education, within the context of neoliberal discourses.
Through a comprehensive review of the literature, this research article explores the impact of key connectionist factors such as self-regulation, metacognition, and social interaction on students’ learning experiences in science. It investigates how these factors intersect with neoliberal discourses and policies, both enabling and constraining effective science education practices. By examining various studies and theoretical frameworks, the article aims to provide insights into the complex interplay between connectionist factors and neoliberal influences on learning science.
Drawing on critical perspectives, this research article challenges the dominant neoliberal paradigm in science education and advocates for a more holistic and student-centered approach. It emphasizes the importance of fostering deep conceptual understanding, critical thinking skills, and scientific inquiry through authentic and socially-situated learning experiences. Furthermore, the article explores strategies and pedagogical interventions that can support the integration of connectionist factors in science classrooms, while navigating the constraints imposed by neoliberal discourses.
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