Constructivism and science education: Some epistemological problems

Matthews, Michael R.

doi:10.1007/bf00694598

Cited by 99 publications

(62 citation statements)

References 9 publications

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“…We discuss this issue in more depth later in the review Third, the epistemological orientation has been questioned because the socio-cognitive ways in which individuals learn; for example, the radical constructivist approaches to learning involving an individual's cognition were overstated (cf. Matthews, 1993). Epistemological views merging radical and social-constructivist approaches appear to be more promising than monistic views proposed by the one or the other side.…”

Section: Limits Of the "Classical" Conceptual Change Approachesmentioning

confidence: 99%

Conceptual change: A powerful framework for improving science teaching and learning

Duit

Treagust

2003

International Journal of Science Education

930

494

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IntroductionIn this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multi-perspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning. Development of the notion of conceptual change Historical developmentsResearch on students' and teachers' conceptions and their roles in teaching and learning science has become one of the most important domains of science education research on teaching and learning during the past three decades. Starting in the 1970s with the investigation of students' pre-instructional conceptions on various science content domains such as the electric circuit, force, energy, combustion, and evolution, the analysis of students' understanding across most science domains has been comprehensively documented in the bibliography by Duit (2002). Two decades ago, research by Gilbert, Osborne and Fensham (1982) showed that children are not passive learners and the way they make sense of their experiences led to this intuitive knowledge being called "children's science" (p. 623). Findings from many studies over the past three decades show that students do not come into science instruction without any pre-instructional knowledge or beliefs about the phenomena and concepts to be taught. Rather, students already hold deeply rooted conceptions and ideas that are not in harmony with the science views or are even in stark contrast to them. It is noteworthy that there are still a remarkable number of studies on students' learning in science that primarily investigate such students' conceptions on the content level. Since the middle of the 1980s investigations of students' conceptions at meta-levels, namely conceptions of the nature of science and views of learning (i.e., meta-cognitive conceptions) also have been given considerable attention. Research shows that students' conceptions here are also rather limited and naive.The 1980s saw the growth of studies investigating the development of students' pre-instructional conceptions towards the intended science concepts in conceptual change approaches. Research on students' conceptions and conceptual change has been embedded in various theoretical frames over the past decades. Initially, Piagetian ideas were applied that drew primarily on stage theory on the one hand and his clinical interview on the other. Also basic frameworks of the emerging theories of cognitive psychology were adopted.Later analogous to that of mindfulness (Salomon & Globerson, 1987, p. 623), a "construct which reflects a voluntary state of mind, and connects among motivation, cognition and learning." The concept of conceptual changeResearch on the concept of conceptual change has developed a unique vocabulary because conceptual change can happen at a number of levels and different authors use alternative terms to descri...

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Section: Limits Of the "Classical" Conceptual Change Approachesmentioning

confidence: 99%

Conceptual change: A powerful framework for improving science teaching and learning

Duit

Treagust

2003

International Journal of Science Education

930

494

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“…The Effect of Project Based Learning on Seventh Grade … International Journal of Instruction, January 2017 • Vol.10, No.1 in recent years (Matthews, 1993;Taber, 2008). Constructivist teaching strategies have been started to be used in science classes since students are tried to be active in the class.…”

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confidence: 99%

The Effect of Project Based Learning on Seventh Grade Students’ Academic Achievement

Kızkapan¹,

Bektaş²

2017

INT J INSTRUCTION

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The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students' academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was used to test the effect of project-based learning and traditional methods on seventh grade students' academic achievement. Convenience sampling was preferred and 38 students participated in this study. The structure and properties of matter achievement test, lesson plans, and observation checklist were used as data collection instruments. In order to analyze the data obtained from the structure and properties of matter achievement test, independent samples t-test was performed. Based on the results, there is no significant difference between the experimental and control groups' scores which is obtained from their "Achievement test" post-test performance. Discussions based on literature were carried out and suggestions were performed as pre-activities based on project based learning should be performed for the adaptation of students and teachers before treatment.

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“…Tanto estão vinculados às lutas pela hegemonia científica no âmbito da guerra fria (BARROW; CONCANNON; WISSEHR, 2011;KRASILCHIK, 2000) como são vinculados às questões epistemológicas no âmbito da educação em ciências (MATHEWS, 1993). Como espectros, no sentido derridiano (DERRI-DA, 1994), são reiterados e suplementados nos discursos atuais.…”

Section: Conclusões: Articulação De Demandas Em Nome Da Qualidade Da unclassified

Discurso cientificista nas políticas de currículo no Chile (2003 -2013): o foco no Programa ECBI - Enseñanza de las Ciências basada en la Indagación

Trittini

Lopes

2016

Ciênc. educ. (Bauru)

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Resumo Neste artigo apresentamos o que nomeamos como discurso cientificista nas políticas de currículo do Chile no período de 2003 a 2013. Nosso foco de investigação é o programa ECBI - Enseñanza de las Ciências Basada en la Indagación -, desenvolvido por pesquisadores da Faculdade de Medicina da Universidade do Chile e da Academia de Ciências e pelo Ministério da Educação. Defendemos que o discurso cientificista é produzido pela articulação entre diferentes demandas em torno da qualidade do ensino de ciências e da educação, engendrando ações na tentativa de conectar diretamente os especialistas disciplinares, como formuladores de uma pedagogia, ao currículo nas escolas e à formação de professores. Dessa forma, há uma contraposição a uma pedagogia considerada como incapaz de incluir a ciência, em nome de uma pedagogia que se supõe mais efetiva, porque baseada na ciência e na indagação.

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Constructivism and science education: Some epistemological problems

Cited by 99 publications

References 9 publications

Conceptual change: A powerful framework for improving science teaching and learning

Conceptual change: A powerful framework for improving science teaching and learning

The Effect of Project Based Learning on Seventh Grade Students’ Academic Achievement

Discurso cientificista nas políticas de currículo no Chile (2003 -2013): o foco no Programa ECBI - Enseñanza de las Ciências basada en la Indagación

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