Chapter VI: Appraising Constructivism in Science and Mathematics Education

Matthews, Michael R.

doi:10.1177/016146810010200706

Cited by 10 publications

(7 citation statements)

References 29 publications

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“…Indeed constructivism has become education's version of the 'grand unified theory' . » (Matthews, 2000).…”

Section: Hronique • Formation Des Maîtresmentioning

confidence: 99%

Accompagner l’entrée dans le métier des enseignants novices ou comment créer du milieu pour vivre

Carlier,

DUFAYS,

ALBARELLO

2012

Formation-profession

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“…Indeed constructivism has become education's version of the 'grand unified theory' . » (Matthews, 2000).…”

Section: Hronique • Formation Des Maîtresmentioning

confidence: 99%

Accompagner l’entrée dans le métier des enseignants novices ou comment créer du milieu pour vivre

Carlier,

DUFAYS,

ALBARELLO

2012

Formation-profession

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“…As Matthews has also noted (7), arguing from the psychological premise, "the mind is active in knowledge acquisition" to the epistemological conclusion "we cannot know reality" is a common pedagogical constructivist move. The constructivist argument is that because the mind is actively engaged in the construction of knowledge, each individual develops his or her own set of unique notions or ideas.…”

Section: What Is the Problem?mentioning

confidence: 99%

Addressing the Philosophical Confusion Regarding Constructivism in Chemical Education

Bernal

2006

J. Chem. Educ.

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In the Chemical Education Today section of the May 2003 issue of this Journal, Eric Scerri wrote about the consequences of what he regards as a philosophical confusion in the work of constructivist chemical education researchers. This issue has important implications for both the teaching and practice of science. I offer a view of the confusion that places the emphasis on the careless use of philosophical terms that Scerri noted and on the tendency of psychological constructivists to go from psychological premises to unwarranted epistemological conclusions.

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“…Taken to the extreme, this position holds that people cannot construct the same understandings. 85 The Ninety-ninth Yearbook brought clarity and bounds to the construct of "constructivism." We found, moreover, the position advocated by Richard Gunstone in the volume refreshing.…”

Section: Current Ideas In Learning Theorymentioning

confidence: 99%

Chapter VIII: Modern Content and the Enterprise of Science: Science Education in the Twentieth Century

Krajcik

Mamlok

Hug

2001

Teachers College Record: The Voice of Scholarship in Education

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During the twentieth century, scientists and educators have been concerned that school science reflects the actual practice of science, with respect both to content that students learn and to the actual way scientists work. "What is worth learning?" and "How should students learn science?" have been enduring questions. Historically, these concerns have been expressed in the National Society for the Study of Education (NSSE) Yearbooks and elsewhere. The Forty-sixth Yearbook Committee expressed its opinion on how science should be taught.Since experimenting involves "learning by doing," there can be no substitute for it. Pupil experimentation is an essential part of good science education. In every course of science offered at any level, therefore, opportunities should be provided for the pupils to perform experiments. 2 205

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Chapter VI: Appraising Constructivism in Science and Mathematics Education

Cited by 10 publications

References 29 publications

Accompagner l’entrée dans le métier des enseignants novices ou comment créer du milieu pour vivre

Accompagner l’entrée dans le métier des enseignants novices ou comment créer du milieu pour vivre

Addressing the Philosophical Confusion Regarding Constructivism in Chemical Education

Chapter VIII: Modern Content and the Enterprise of Science: Science Education in the Twentieth Century

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