Constructivism

Barry Krueger, Jeffrey John Loughran, Reinders Duit

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

2 Citations (Scopus)

Abstract

Over the last three decades there has been a major shift in the way that science educators have come to view the status of scientific knowledge. This shift was largely inspired by the theoretical work of philosophers of science such as Lakatos (1970), Popper (1972) and Feyerabend (1975). These scholars argued that knowledge is not discovered but rather constructed within communities of like-minded people. Consequently, scientific knowledge depends for its warrants and truth claims on the socially constructed knowledge of particular communities of scientists.

Original languageEnglish
Title of host publicationDilemmas of Science Teaching
Subtitle of host publicationPerspectives on Problems of Practice
EditorsJohn Wallace, William Louden
Place of PublicationLondon UK
PublisherRoutledge
Chapter13
Pages191-204
Number of pages14
Edition1st
ISBN (Electronic)0203996291, 9781134558506
ISBN (Print)0415237637, 9780415237628
DOIs
Publication statusPublished - 2002

Cite this

Krueger, B., Loughran, J. J., & Duit, R. (2002). Constructivism. In J. Wallace, & W. Louden (Eds.), Dilemmas of Science Teaching: Perspectives on Problems of Practice (1st ed., pp. 191-204). Routledge. https://doi.org/10.4324/9780203996294-21