Editorial 23 (original) (raw)

This special issue came about largely as a result of my own concerns over the constructivism program in chemical education, of which I gained first-hand experience while I was a visiting professor at Purdue University.1 After publishing a critical paper on this subject in the Journal of Chemical Education, I contacted all chemical constructivists I had criticized and invited them to respond. Unfortunately none of the protagonists have seen fit to reply to the points I raised. The call for papers was then widened to invite anyone with an interest in this issue ...