Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching (original) (raw)
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Studies in Science Education, 2006
Around 1980 research into learning in science underwent a significant shift, informed by consideration of the significance of studies exploring student ideas in a wide range of science topics. At this time a number of seminal studies appeared which reviewed the state of the field of research into learning and teaching in science, and set out a research agenda for future work. These studies, with a good many subsequent papers, have been described as constituting the basis of 'constructivism in science education' or the 'alternative conceptions movement'. Over the following two decades this 'movement' became considered as both the dominant paradigm and as a spent force in science education. The present review takes an intermediate view, and considers the seminal constructivist studies to have initiated a research programme, setting out both axiomatic commitments and fruitful directions for future work. This analysis makes it possible to evaluate the extent to which the initial research goals have been achieved, and also to see how a wide variety of work related to learning in science-some not normally considered to be 'constructivist'-can be seen to be part of the evolving agenda of the original programme. In particular, this analysis shows that shifts in the focus of research in the field can be understood as part of the expected progression within a progressive research programme-as accumulating empirical studies offer data to test key ideas, initial tenets come to seem commonplace, and new concepts are developed allowing research questions to be refined. The review highlights those areas where progress has been made, and offers heuristic guidance for researchers in the field.
The present study aims to offer a constructivist/realistic vision toward the nature and elements of science according to the historical evolution of philosophical perspectives on science. This is done with the aim of revising in science education. According to the findings obtained by this study a two-dimensional model is proposed for explaining elements of science and the related essential characteristics. This model involves the elements of the science cycle followed in science, including observation and experiment, regulation and theory, and finally prediction in one dimension. And in the other dimension the relevant characteristics of science are revealed which includes some constructivist as well as some realistic characteristics. With regard to the presented discussions some suggestions are presented for revising the science education. These suggestions include: realizing the role of culture in directing observation and experiment; addressing the explanatory/deductive/innovative nature of theories and scientific ideas, the temporary, and evolutionary nature of science, the creative and artistic nature of science, the free method of science, and the testability of scientific ideas and theories based on specific criteria such as coherence, precision, adaptability with the subsequent experiments and presenting bold and complex approximations. keywords Philosophy of Science; Constructivism; Realism; Science Education
The constructivist paradigm and some implications for science content and pedagogy
The content of science. …, 1994
Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching and learning. This alternative view of science concepts as human constructs, scrutinised by application of the rules of the game of science, raises many challenges for teachers. Reconceptualisation of teachers' views of the nature of science and of learning in science is important for a constructivist pedagogy. We argue here that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself.
USE OF CONSTRUCTIVIST PEDAGOGY IN SCIENCE EDUCATION
Science is a systematic enterprise that builds and Organizes knowledge in the form of testable explanations and predictions about nature and the universe. It indicates that Science is an important subject for all human beings and should be studied in detail. The expectations of scoring good marks lead to search or develop new study techniques. Most Scholastic results suggest that children of upper primary level face difficulties during Science Studies. Parents always expect a good grade in Math and Science. For the well being of Society there is need to develop new techniques to make Science teaching interesting which will motivate students to study Science subject fearlessly. This Paper discusses about the use of case studies as an educational tool for upper primary level students.All teachers make use of relatively informal procedures for determining what pupils have learned. Although most teachers choose to supplement such techniques with more reliable and objective procedures .A traditional and essential tool of the classroom teacher is the teacher made test, undoubtedly the most widely used procedure for assessing pupil achievement. Teaching and learning styles are, by their very nature, changing and in recent years there has been a noticeable move from lecture-based activities towards more student-centered activities. Case studies are an increasingly popular form of teaching and have an important role in developing skills and knowledge in students. Introduction The philosophy of constructivism evolved from dissatisfaction with traditional Western theories of knowledge. Constructivism postulates that knowledge cannot exist outside our minds; truth is not absolute; and knowledge is not discovered but constructed by individuals based on experiences.
A Critique of Constructivist Theory in Science Teaching and Learning
J Soc Sci, 2012
The objective of this concept paper is to critique constructivism in teaching and learning. This is a concept paper that reviews and critiques constructivism as epistemology and a learning theory and how teachers can apply this approach in the classroom. Based on research evidence, constructivism contributes significantly to the teaching-learning processes in schools. This concept paper will benefit teachers, learners, policy-makers and researchers in their quest to improve the quality of classroom learning in schools.
Science & Education, 2000
This paper explores and challenges a number of the assumptions and claims commonly associated with a constructivist approach to school science education, e.g., that constructivist ideas about learning require a progressive pedagogy or that 'active learning' demands engaging students with practical activities. It suggests that constructivist ideas have a particular appeal within primary education because they help to justify classroom practices and activities that primary school teachers, for a variety of other reasons, regard as important. It is suggested that the recent dominant emphasis upon constructivism in science education has narrowed both the professional and the research agenda relating to school science teaching. The paper argues for greater clarity and precision when referring to constructivist ideas in science education and for a better understanding of the role that learning theories should play in influencing the ways in which science is taught in schools.
Beyond Constructivism: the Progressive Research Programme into Learning Science
Studies in Science Education, 2006
Around 1980 research into learning in science underwent a significant shift, informed by consideration of the significance of studies exploring student ideas in a wide range of science topics. At this time a number of seminal studies appeared which reviewed the state of the field of research into learning and teaching in science, and set out a research agenda for future work. These studies, with a good many subsequent papers, have been described as constituting the basis of 'constructivism in science education' or the 'alternative conceptions movement'. Over the following two decades this 'movement' became considered as both the dominant paradigm and as a spent force in science education. The present review takes an intermediate view, and considers the seminal constructivist studies to have initiated a research programme, setting out both axiomatic commitments and fruitful directions for future work. This analysis makes it possible to evaluate the extent to which the initial research goals have been achieved, and also to see how a wide variety of work related to learning in science-some not normally considered to be 'constructivist'can be seen to be part of the evolving agenda of the original programme. In particular, this analysis shows that shifts in the focus of research in the field can be understood as part of the expected progression within a progressive research programme-as accumulating empirical studies offer data to test key ideas, initial tenets come to seem commonplace, and new concepts are developed allowing research questions to be refined. The review highlights those areas where progress has been made, and offers heuristic guidance for researchers in the field.
Constructing Scientific Knowledge in the Classroom
Educational Researcher, 1994
The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of science as knowledge construction involving both individual and social processes. First, we present an overview of the nature of scientific knowledge. We then describe two major traditions in explaining the process of learning science: personal and social constructivism. Finally, we illustrate how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings.
Constructivism in Science Classroom: Why and How
Constructivism is buzz word widely used in paradigm of teaching-learning. Constructivism emphasises how the learner constructs knowledge from experience, which is unique to each individual. In the present paper the areas of discussion are 1) historical background of constructivism and its importance. 2) Role of mentor and learner in constructivist science classroom. 3) An attempt is made to prepare a lesson plan for science teachers based on 5E’s model (one of the model of constructivism) on the topic ‘Images formed by concave lenses’. This sample lesson plan will facilitate the science teachers in the implementation of constructivism in their classroom.