How Students Think and Learn Science

Focusing on the role of socio-cultural interactions in science education, this research explores how students develop their understanding of ecological concepts like food chains and pollination across various educational levels. Utilizing a constructivist framework, it examines responses categorized by everyday and scientific concepts, highlighting the dynamic nature of Vygotsky's Zone of Proximal Development. The findings aim to inform teachers on individualizing instruction and enhancing student engagement through reflective practices and the use of tools that build cultural capital in science learning.