International Handbook of Science Education 1998
DOI: 10.1007/978-94-011-4940-2_1
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Learning in Science — From Behaviourism Towards Social Constructivism and Beyond

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Cited by 312 publications
(207 citation statements)
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References 39 publications
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“…However, certain limitations of the constructivist ideas of the 1980s and early 1990s led to their merger with social constructivist and social cultural orientations that more recently resulted in recommendations to employ multi-perspective epistemological frameworks in order to adequately address the complex process of learning (Duit & Treagust, 1998).…”
Section: Historical Developmentsmentioning
confidence: 99%
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“…However, certain limitations of the constructivist ideas of the 1980s and early 1990s led to their merger with social constructivist and social cultural orientations that more recently resulted in recommendations to employ multi-perspective epistemological frameworks in order to adequately address the complex process of learning (Duit & Treagust, 1998).…”
Section: Historical Developmentsmentioning
confidence: 99%
“…A new framework is then introduced based on formal science that will explain the anomaly. However, it became obvious that students' conceptual progress towards understanding and learning science concepts and principles after instruction quite frequently turned out to be still limited (Duit & Treagust, 1998). …”
Section: An Epistemological Positionmentioning
confidence: 99%
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“…There are a number of arguments why collaboration among learners is effective for inquiry-based learning. According to socioconstructivistic learning theories (Duit & Treagust, 1998) knowledge emerges by collaborative search of problem solutions in communities with distributed information among its members. Piaget (1926) pointed at the importance of social interaction for the emergence Collaborative inquiry learning 4 of cognitive conflicts.…”
Section: The Importance Of Collaborative Inquiry Learningmentioning
confidence: 99%
“…When students learn science, they construct meanings and develop understandings in a social context (Duit & Treagust, 1998). Much of this meaning-making occurs through classroom discourse as part of teacher talk and teacher-student interactions.…”
Section: Introductionmentioning
confidence: 99%