Defending constructivism in science education

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Title: Defending constructivism in science education
Authors: Gil Pérez, Daniel | Guisasola Aranzábal, Jenaro | Moreno González, Antonio | Cachapuz, Antonio | Pessoa de Carvalho, Anna M. | Martínez-Torregrosa, Joaquín | Salinas, Julia | Valdés, Pablo | González, Eduardo | Duch, Anna Gené | Dumas-Carré, Andrée | Tricárico, Hugo | Gallego, Rómulo
Research Group/s: Didáctica de las Ciencias y la Tecnología
Center, Department or Service: Universitat de València | Universidad del País Vasco | Universidad Complutense de Madrid | Universidade de Aveiro | Universidade de São Paulo | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas | Universidad de Tucumán | Instituto Superior Pedagógico E.J. Varona (La Habana) | Universidad de Córdoba (Argentina) | Universitat de Lleida | IUFM d'Aix Marseille | Universidad de San Martín (Argentina) | Universidad Pedagógica Nacional (Colombia)
Keywords: Constructivism in science education | Science teaching as oriented research
Knowledge Area: Didáctica de las Ciencias Experimentales | Science Education
Issue Date: Nov-2002
Publisher: Kluwer Academic Publishers
Citation: GIL PÉREZ, Daniel, et al. "Defending constructivism in science education". Science & Education. Vol. 11, No. 6 (Nov. 2002). ISSN 0926-7220, pp. 557-571
Series/Report no.: Constructivismo | 02
Abstract: After an impressive development throughout the last two decades, supported by a great amount of research and innovation, science education seemed to be becoming a new scientific domain. This transformation of Science Education into a specific field of research and knowledge is usually associated with the establishment of what has been called an ‘emergent consensus’ about constructivist positions. However, some voices have begun to question these constructivist positions and therefore the idea of an advancement towards a coherent body of knowledge in the field of science education. The goal of this work is to analyse some of the current criticisms of the so-called constructivist orientations and to study their implications for the development of science education as a coherent body of knowledge.
URI: http://hdl.handle.net/10045/2778
ISSN: 0926-7220
DOI: 10.1023/A:1019639319987
Language: eng
Type: info:eu-repo/semantics/article
Rights: The original publication is available at www.springerlink.com
Peer Review: si
Publisher version: http://dx.doi.org/10.1023/A:1019639319987
Appears in Collections:INV - CyT-EPROBLEM - Artículos de Revistas

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