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1.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice. 相似文献
2.
This paper argues that constructivist science education works with an unsatisfactory account of knowledge which affects both its account of the nature of science and of science education. The paper begins with a brief survey of realism and anti-realism in science and the varieties of constructivism that can be found. In the second section the important conception of knowledge and teaching that Plato develops in the Meno is contrasted with constructivism. The section ends with an account of the contribution that Vico (as understood by constructivists), Kant and Piaget have made to constructivist doctrines. Section three is devoted to a critique of the theory of knowledge and the anti-realism of von Glaserfeld. The final section considers the connection, or lack of it, between the constructivist view of science and knowledge and the teaching of science. 相似文献
3.
Dr. Michael R. Matthews 《Research in Science Education》1992,22(1):299-307
The paper outlines the significant influence of constructivism in contemporary science and mathematics education, and emphasises
the central role that epistemology plays in constructivist theory and practice. It is claimed that despite the anti-empiricism
of much constructivist writing, in most forms its epistemology is nevertheless firmly empiricist. In particular it is subject-centered
and experience-based. It is argued that its relativist, if not skeptical conclusions, only follow given these empiricist assumptions.
Further it is suggested that such assumptions belong to Aristotelian science, and were effectively overthrown with the modern
science of Galileo and Newton. Thus constructivism cannot provide understanding of post-Aristotelian science.
Specializations: history, philosophy and science teaching. 相似文献
4.
The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice. 相似文献
5.
Sandhya N. Baviskar R. Todd Hartle Tiffany Whitney 《International Journal of Science Education》2013,35(4):541-550
Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science education. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback, and reflection on learning. We then use the criteria we developed to evaluate five representative published articles that claim to describe and test constructivist teaching methods. Of these five articles, we demonstrate that three do not adhere to the constructivist criteria, whereas two provide strong examples of how constructivism can be employed as a teaching method. We suggest that application of the four essential criteria will be a useful tool for all professional educators who plan to implement or evaluate constructivist teaching methods. 相似文献
6.
Epistemological Anarchy and the Many Forms of Constructivism 总被引：3，自引：3，他引：3
Constructivism has become an important referent for research and practice in science education. A variety of more or less divergent forms of constructivism have developed: discussion between these is occasionally heated. Six such forms are briefly described in order to provide an overview of the field of constructivist theory. A scheme for characterising constructivist writing on the basis of its relative emphasis on (a) personal versus social construction of knowledge and (b) objectivist versus relativist views of the nature of science is suggested. Issues of theory creation and reflexivity, central to constructivist practice, are discussed. It is suggested that debate about the "best" form of constructivism is counterproductive. A more powerful approach to epistemology is that described by Feyerabend, the holding in dialectical tension of a variety of incompatible perspectives:The following essay is written in the conviction that anarchism, while perhaps not the most attractive political philosophy, is certainly excellent medicine for epistemology, and for the philosophy of science (Feyerabend, 1975, 17, italics in original). 相似文献
7.
概念卡通在小学科学教学中的应用 总被引：2，自引：0，他引：2
概念卡通以建构主义学习理论为基础,结构简单、形象生动,为科学课的教学提供了一个崭新的视角。科学课教师可以运用概念卡通实施建构式建学,并在此基础上因地制宜地加以创造性的发挥。在教学过程中,教师应注意慎重选择概念卡通、适时干预、采用多元策略、寓教于乐等方面的问题。 相似文献
8.
《Educational Philosophy and Theory》2013,45(5):667-687
This paper seeks to explain learning by examining five theories of learning—conceptual analysis, behavioural, constructivist, computational and connectionist. The first two are found wanting and rejected. Piaget's constructivist theory offers a general explanatory framework (assimilation and accommodation) but fails to provide an adequate account of the empirical mechanisms of learning. Two theories from cognitive science offering rival explanations of learning are finally considered; it is argued that the brain is not like a computer so the computational model is rejected in favour of a neurally‐based connectionist model of learning. 相似文献
9.
建构主义理论与我国基础科学教育改革的若干问题 总被引：5，自引：0，他引：5
建构主义是人类的一种认知方式,因此它具有普适性.用建构主义的观点探讨我国基础科学教育改革中亟需解决的主要问题,如科学观问题、有效地科学学习的问题、教师与科学课程开发问题、发现式科学教学与建构式科学教学的联系与区别问题等等,能够为我们提供新的视角和思路. 相似文献
10.
Evidence that demonstrates the inadequacy of Piagetian constructivist theory to explain the complexities of children's early learning is discussed. An alternative, nativist theory of cognition is outlined and implications for science education briefly considered. 相似文献
11.
场馆科学学习:本质特征与影响因素 总被引：3，自引：0，他引：3
近20年来,随着建构主义学习观的兴起,国外兴起了研究以各种类型场馆为代表的非正式环境中的科学学习热潮。目前研究的焦点集中在场馆科学学习的基本特征与影响因素等方面。场馆科学学习是基于真实问题、强调探究过程,其学习结果往往是多元的;影响场馆科学学习的因素包括个人经验、物理环境和社会因素三个方面。随着我国《全民科学素质行动计划纲要》的推广和实施,科学学习成为教育中的热点话题。在今后的研究中,应在深入了解国外该领域进展的基础上,采用质性和量化相结合的方法,探讨影响场馆学习效果的关键变量,重点关注场馆学习长期效果的研究,以便为充分利用我国场馆资源、提高公众的科学素养提供坚实的基础。 相似文献
12.
13.
多元智力理论和建构主义学习理论作为新课程改革的理论基础,启示我们,只有完成物理学科向物理科学的转换,才能实现学生以"发展性"和"创造性"为特征的现代学力的养成;只有完成物理科学向学生经验的转换,才能使知识中个人和人性的成分得以体现。 相似文献
14.
John R. Staver 《科学教学研究杂志》1998,35(5):501-520
Critics praise applications of constructivism in science pedagogy, but they argue that constructivism is severely impaired and hopelessly flawed as a theory. Flawed theory should not be employed to explain innovative practice. My purposes are twofold. First and foremost, I present a case to support my own and others' assertions that constructivism is a sound theory with which to explain the practice of science and science pedagogy. In accomplishing my primary purpose, I also fulfill my secondary purpose, to respond to constructivism's critics. My argument is presented in three parts. In Part 1, I delineate the epistemological ground with a brief synopsis of the purpose, nature, and orientation of radical and social constructivism. I then offer a synthesis of their foundations. In Part 2, I offer a constructivist account of five long-standing epistemological issues, including truth, solipsism, experience, instrumentalism, and relativity. Truth is the center piece of the argument, and I show how constructivism avoids the root paradox by embracing truth as coherence. Next, constructivism is shown to be a rejection of solipsism. Then, an account of experience based in neurophysiological theory, emergent properties, and the brain as a parallel data-processing organ is provided to support constructivism's inside-out view of experience, in which meaning making occurs within individual minds and in communities of individuals. In the final segment of Part 2, I present a constructivist account of relativity which focuses on physicists' acceptance of relativity, its translation to constructivist epistemology, and constructivists' request for silence regarding ontology. Response to critics' objections are also presented at appropriate points throughout Part 2. In the third part, I present constructivism as an epistemological foundation for a cybernetic perspective of knowing. I then summarize the value of constructivism in explaining and interpreting the practice of science and science pedagogy. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 501–520, 1998. 相似文献
15.
《学校用计算机》2013,30(3-4):109-118
Summary While a constructivist approach to the integration of technology in the science curriculum can enable teachers to educate students on the cyclical nature of the research process and interrelate various scientific concepts, there are several considerations for educators must take to assure that it is done effectively. The authors provide a review of a project that was designed and implemented for high school science students that integrated the use of technology in a constructivist environment. This review summarizes the strengths and limitations of the project and provides educators with further considerations when implementing such a project. As educators become more familiar with what is required to successfully integrate technology in a constructivist environment, the limitations and obstacles that may be encountered can be limited. More research devoted to the use of computer technology to teach science process skills will bring teachers and students closer to harnessing the potential powers of both project-based learning strategies and the computer environment. 相似文献
16.
Michael R. Matthews 《Journal of Science Education and Technology》1993,2(1):359-370
The paper outlines the significant influence of constructivism in contemporary science and mathematics education and emphasizes the central role that epistemology plays in constructivist theory and practice. It is claimed that constructivism is basically a variant of old-style empiricist epistemology, which had its origins in Aristotle's individualist and sense-based theory of knowledge. There are well-known problems with empiricism from which constructivism appears unable to dissociate itself. 相似文献
17.
《Contemporary educational psychology》2014,39(2):112-123
We explored Grade 6 students’ (n = 202) self-efficacy, epistemic beliefs, and science interest over a 10-day virtual ecology curriculum. Pre- and post-surveys were administered, and analyses revealed that (1) students became more self-efficacious about inquiring scientifically after participating in the activity; (2) students on average evinced a shift toward more constructivist views about the role of authority in justifying scientific claims; (3) students who identified more strongly with being a science person evinced greater gains in self-efficacy, developed a less constructivist view about the role of authority in justifying claims, and became more interested in science overall; and (4) students who held an incremental theory of ability evinced greater gains in self-efficacy. We discuss the implications of these findings for science educators and instructional designers in the design and use of immersive virtual worlds for middle school science students. 相似文献
18.
Gwyneth Hughes 《Gender and education》2001,13(3):275-290
This article takes an anti-essentialist approach to the gendered construction of the science curriculum and its exclusivity. Drawing on post-structuralist theory, it examines the student subject positions that are generated within the dominant discourses and practices of curriculum science. A critical discourse analysis of student interview talk demonstrates the importance of both gender and ethnicity in the production of, or rejection of, scientist identities. While hegemonic masculinity can provide comfortable scientist identities for some males, femininity is less compatible with physical scientist subjectivities, although the 'otherness' of ethnicity can provide exceptions to this. Meanwhile, constructivist discourses of science, more often associated with biology, offer the possibility of a wider range of student scientist identities that transcend masculine/feminine dualisms. This approach to gender and science not only explains why physical science remains the preserve of a largely male elite without resorting to essentialism, but also offers evidence that wider inclusivity requires reconfiguration of the nature of science in the curriculum. 相似文献
19.
Teacher views about constructivist instruction and personal epistemology: a national study in Taiwan
This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper‐and‐pencil survey and a Learning environment preference questionnaire (LEP) designed to explore personal epistemology. On a five‐point Likert scale, teachers, on average, showed a neutral agreement on constructivist instruction. The content analysis suggested that teachers held alternative views about the nature of the constructivist instruction. LEP scores were found to be statistically associated with gender, education, current teaching level and years of teaching; the score distribution indicated that most teachers had not developed a constructivist‐compatible epistemology. By one‐way ANOVA, it was suggested that views about the constructivist instruction were aligned with personal epistemology. 相似文献