The Negative Heuristic and Criticisms of Constructivism in Science Education
One of Keith's publications is
Taber, K. S. (2009). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.
The previous chapter is A Scientific Research Programme Within Science Education
Chapter 5 is The Negative Heuristic and Criticisms of Constructivism in Science Education
Contents:
- 5.1 Constructivism As Culturally Imperialist Movement That Is damaging to Many Traditional Cultures
- 5.1.1 Bowers’s Version of Constructivism
- 5.1.2 Levels of Cognitive Development and Ways of Knowing
- 5.1.3 An ‘Absurd’ Assumption
- 5.1.4 Constructivism and ‘Content’ in the Curriculum
- 5.1.5 Science Education Undermining Traditional Knowledge Systems
- 5.1.6 Constructivism and TEK
- 5.2 The Philosophical Stance of the Constructivist Programme
- 5.2.1 Philosophical Commitments Informing Research
- 5.2.2 Constructivism As a Label for a Research Paradigm
- 5.2.3 Philosophical Critiques
- 5.2.4 Relativist Leanings in Constructivist Writing in Science Education
- 5.2.5 Flavours of Constructivism
- 5.2.6 Glasersfeld’s ‘Radical’ Constructivism As an Instrumentalist Perspective
- 5.2.7 Matthew’s Criticisms of Radical Constructivism
- 5.2.8 Scerri’s ‘Philosophical Confusion’
- 5.2.9 Equating Constructivism with Ignorance.
- 5.2.10 Teaching Science As a Consensual Body of Knowledge
- 5.3 The Status of Theory in the RP
- 5.3.1 Natural History and Science in the RP.
- 5.3.2 Validity of Theoretical Constructs
- 5.3.3 Needless Constructivist Jargon
- 5.3.4 Confused Terminology
- 5.3.5 Empirical Support for Theoretical Constructs
- 5.4 The Social Constructivist Perspective
- 5.4.1 Criticisms of the RP
- 5.4.2 Different Flavours of Social Constructivism
- 5.4.3 Acknowledgement of the Social Dimension
- 5.4.4 Including Social Constructivism Within the RP
- 5.5 The Research–Practice Interface
- 5.5.1 The Criticisms
- 5.5.2 The Research–Practice Debate
- 5.5.3 Matthews’ Criticisms of Constructivist Learning As Unguided Discovery
- 5.5.4 Constructivist Approaches to Curriculum Development and Instruction
- 5.5.5 The Adoption of the Constructivist Agenda in Classrooms
- 5.6 Constructivism in Science Education As a Degenerate RP
- 5.6.1 Constructivism As the Basis of a Progressive RP in Science Education
The next chapter is Building the Protective Belt of the Progressive Research Programme
