Constructivism’s new clothes

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Constructivism’s new clothes: the trivial, the contingent, and a progressive research programme into the learning of science

One of my publications is:

Taber, K. S. (2006). Constructivism’s new clothes: the trivial, the contingent, and a progressive research programme into the learning of science. Foundations of Chemistry, 8(2), 189-219.

Abstract

Constructivism has been a key referent for research into the learning of science for several decades. There is little doubt that the research into learners’ ideas in science stimulated by the constructivist movement has been voluminous, and a great deal is now known about the way various science topics may commonly be understood by learners of various ages. Despite this significant research effort, there have been serious criticisms of this area of work: in terms of its philosophical underpinning, the validity of its most popular constructs, the limited scope of its focus, and its practical value to science teaching. This paper frames this area of work as a Lakatosian Research Programme (RP), and explores the major criticisms of constructivism from that perspective. It is argued that much of the criticism may be considered as part of the legitimate academic debate expected within any active RP, i.e., arguments about the auxiliary theory making up the ‘protective belt’ of the programme. It is suggested that a shifting focus from constructivism to ‘contingency in learning’ will allow the RP to draw upon a more diverse range of perspectives, each consistent with the existing hard core of the programme, which will provide potentially fruitful directions for future work and ensure the continuity of a progressive RP into learning science.

INTRODUCTION
CONSTRUCTIVISM IN SCIENCE EDUCATION
Identifying a research field – teaching and learning science
The origins of constructivism in science education
The influence of constructivism in science education
Criticisms of CiSE
FRAMING CISE AS LAKATOSIAN RP
Research programmes in science and science education
Framing CiSE as a research programme
The hard core of the RP
The positive heuristic
The protective belt
CONSIDERING THE CRITICISMS OF CISE FROM WITHIN THE RP FRAME
Criticism 1: The philosophical position of the CiSE movement
Criticism 2: CiSE uses invalid theoretical constructs
Criticism 3: CiSE marginalises the social perspective
Criticism 4: CiSE does not inform teaching
Criticism 5: CiSE has monopolised resources in the field
Constructivism as a degenerate research programme?
CONCLUDING COMMENTS: A PROGRESSIVE RP INTO LEARNING SCIENCE

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At: https://link.springer.com/article/10.1007/s10698-005-4536-1

Download full paper from https://link.springer.com/content/pdf/10.1007/s10698-005-4536-1.pdf

Download the author's manuscript version here.