Constructivism in Science Education: A Philosophical Examination

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Michael R. Matthews
Springer Science & Business Media, Feb 28, 1998 - Education - 234 pages
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Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published.
Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography.
Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.
 

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Contents

Introductory Comments on Philosophy and Constructivism in Science Education
1
Cognition Construction of Knowledge and Teaching
11
A Philosophical Critique
31
Constructivism Deconstructed
61
A Reply to Suchting
93
A Shoppers Guide
99
Disentangling Metaphysics from Pedagogy
113
Social Constructivism the Gospel of Science and the Teaching of Physics
125
Coming to Terms with Radical Social Constructivisms
139
Sociology of Scientific Knowledge and Scientific Education
159
Reflections on Peter Slezak and the Sociology of Scientific Knowledge
189
Some References
217
NOTES ON THE CONTRIBUTORS
225
NAME INDEX
227
SUBJECT INDEX
231
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