Research On The Allosteric Learning Model

Against the background of paradigm shifts in the field of research on learning and the growing of Learning Sciences, Allosteric Learning Model (ALM) developed by the Laboratory of Didactic and Epistemology of Sciences at Geneva University reveals the complex parameters of learning and creates the Didactic Environment accordingly to promote learning. This research analyzes the foundation, the emergence, the structure and the function of ALM, uses it as one of underlying guidelines in our learning projects and tries to explorer the nature of human learning.The whole dissertation includes five chapters.Chapter One argues that Piaget's Constructivism, Gaston Bachelard's Epistemological Obstacle and Vygotsky's Sociocultural Theory lay the theoretical foundation of ALM. ALM is Piaget's Constructivism in nature, but the Constructivism could not cope with the complexity of learning inadequately. ALM is enlightened by Bachelard's Epistemological Obstacle. Vygotsky's theory emphasizes on teaching and environment, so does ALM.Chapter Two traces the ALM's emergence from the three mainstreams of Empirical Pedagogy, Behaviourism and Constructivist Models. The metaphor, paradox, systematic approach, and integration associated with learning and teaching play an important role in the process of emergence. ALM not only reveals the complex parameters of learning, but also creates the Allosteric Didactic Environment accordingly.Chapter Three analyses the implication, the structure and the function of Conceptions, which is the kernel of ALM. According to ALM, a student must learn "with" his Conceptions, but at the same time, he has to learn "against" it. From the perspective of teaching, learning is the Transformation of Conceptions with the intervention from the Allosteric Didactic Environment outside. Personally learning is the elaboration of knowledge involving deconstruction-construction, interference, mobilization and so on. Chapter Four integrates all the complex parameters which effect on the process of learning into a system named the Allosteric Didactic Environment in order to interact with learner's Conceptions and promote the confrontation of learner, the transformation of Conceptions, and the elaboration & mobilization of knowledge. What are the learner's Conceptions and how to transform them are the Preliminary Studies. Designing an Allosteric Didactic Environment to regulate the parameters of learning ought to follow eight prime principles, just like alchemy.Chapter Five analyses the typical cases of learning and teaching developed by LDES and gains tacit knowledge from them. In order to cultivate the school learner's ecological literacy and bridge the gap between classroom-learning and real world problem-solving through authentic learning situation, we develop Ecological Literacy Learning Projects to improve Science Learning in China and one of our theoretical foundations is ALM. The study introduces the paradigm of Design-Based Research, and tries to promote localized innovation through the interaction between theories and practices.