Constructivism in Education

Interpretations and Criticisms from Science Education

One of my publications is:

Republished as

Abstract

Constructivism has been widely adopted as a referent for research, curriculum development and recommended pedagogy in education. This chapter considers key issues relating to the adoption of constructivist thinking in education which have arisen within the field of science education. Constructivism has been mooted as a dominant paradigm in science education, where it has informed a major research programme over some decades. However, the application of constructivist ideas in science education has also been subject to a range of critiques. This chapter gives an outline of the developing influence of constructivism in science education, and the common understandings of the term in relation to science teaching and learning; it reports on the main areas where the influence of constructivist thinking has been heavily criticised, and discusses how these criticisms are countered within the research programme; it considers some major directions for research within the research programme; and it evaluates the level of influence of constructivism in contemporary science education practice.

Keywords:

Alternative Conceptions, Alternative Frameworks, Constructive Alternativism, Contingency in Science Learning, George Kelly, Genetic Epistemology, Imre Lakatos, Jean Piaget, Pedagogic Constructivism, Personal Constructivism, Psychological Constructivism, Radical Constructivism, Scientific Research Programmes, Science Pedagogy

Contents

Introduction
Background
The constructivist research programme in science education
The flavour(s) of constructivism informing science education
Key commitments of the constructivist research programme in science education
Critiques of constructivism in science education
The constructivist programme has provided a valuable knowledge base that informs good practice
Pedagogic constructivism is consistent with scientific realism
Constructivist teaching is optimally guided instruction
Constructivist education supports cultural transmission of ‘public knowledge’
Personal constructivism can complement social constructivist perspectives
The learner's alternative conceptions can be (but are not always) serious impediments to progression in learning
Solutions and recommendations
Future research directions
Conclusion
Key terms and definitions

The published chapter can be obtained from the publisher:

In Early Childhood Development: Concepts, Methodologies, Tools, and Applications

in Handbook of Research on Applied Learning Theory and Design in Modern Education

The author's manuscript version may be downloaded by clicking here.