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The contructivist paradigm and some implications for science content and pedagogy

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dc.contributor.author Carr, Malcolm
dc.contributor.author Barker, Miles
dc.contributor.author Bell, Beverley
dc.contributor.author Biddulph, Fred
dc.contributor.author Jones, Alister
dc.contributor.author Kirkwood, Valda
dc.contributor.author Pearson, John
dc.contributor.author Symington, David
dc.date.accessioned 2012-12-05T22:31:36Z
dc.date.available 2012-12-05T22:31:36Z
dc.date.issued 1997
dc.identifier.citation Carr, M., Barker, M., Bell, B., Biddulph, F., Jones, A., Kirkwood, V., Pearson, J. & Symington, D. (1997). The contructivist paradigm and some implications for science content and pedagogy. In B. Bell & R. Barker (Eds.), Developing the science curriculum in Aotearoa New Zealand (pp. 227-240). Auckland, New Zealand: Longman. en_NZ
dc.identifier.isbn 0582705894
dc.identifier.uri http://hdl.handle.net/10289/6926
dc.description.abstract 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. en_NZ
dc.format.mimetype application/pdf
dc.language.iso en
dc.publisher Longman en_NZ
dc.rights © Addison Wesley Longman New Zealand Limited 1997. Used with permission. en_NZ
dc.title The contructivist paradigm and some implications for science content and pedagogy en_NZ
dc.type Chapter in Book en_NZ


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