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This volume provides a needed elaboration of theories and potential
applications of constructivism in science education. Although the
term "constructivism" is used widely, there has been a dearth of
materials to guide science educators concerning the potential of
constructivism to influence what is done in the field. In fact,
there has been a tendency for constructivism to be viewed as a
method that can be used in a classroom. This view tends to diminish
the power of constructivism as a way of thinking about education,
and in particular, about science education. The chapters in this
book address the need to document the theoretical roots of
constructivism and to describe how practitioners have applied
constructivist oriented beliefs in the practice of K-12 teaching of
science and mathematics, as well as teacher education. Not only
does this book contain different theoretical perspectives on
constructivism, but it also features a chapter that critiques
constructivism as an epistemology. Specific topics covered include:
* cooperative learning, * the negotiation of meaning, * problem
centered learning, * social construction of knowledge, * science in
culturally diverse settings, * curriculum planning and
implementation, and * instructional technology. Issues associated
with the preparation and enhancement of science teachers and the
reform of science education are also explored.
This volume provides a needed elaboration of theories and potential
applications of constructivism in science education. Although the
term "constructivism" is used widely, there has been a dearth of
materials to guide science educators concerning the potential of
constructivism to influence what is done in the field. In fact,
there has been a tendency for constructivism to be viewed as a
method that can be used in a classroom. This view tends to diminish
the power of constructivism as a way of thinking about education,
and in particular, about science education. The chapters in this
book address the need to document the theoretical roots of
constructivism and to describe how practitioners have applied
constructivist oriented beliefs in the practice of K-12 teaching of
science and mathematics, as well as teacher education. Not only
does this book contain different theoretical perspectives on
constructivism, but it also features a chapter that critiques
constructivism as an epistemology. Specific topics coveredinclude:
* cooperative learning,
* the negotiation of meaning,
* problem centered learning,
* social construction of knowledge,
* science in culturally diverse settings,
* curriculum planning and implementation, and
* instructional technology.
Issues associated with the preparation and enhancement of science
teachers and the reform of science education are also
explored.
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