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dc.contributor.authorCarr, Malcolm
dc.contributor.authorBarker, Miles
dc.contributor.authorBell, Beverley
dc.contributor.authorBiddulph, Fred
dc.contributor.authorJones, Alister
dc.contributor.authorKirkwood, Valda
dc.contributor.authorPearson, John
dc.contributor.authorSymington, David
dc.date.accessioned2012-12-05T22:31:36Z
dc.date.available2012-12-05T22:31:36Z
dc.date.issued1997
dc.identifier.citationCarr, 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.isbn0582705894
dc.identifier.urihttp://hdl.handle.net/10289/6926
dc.description.abstractThrough 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.mimetypeapplication/pdf
dc.language.isoen
dc.publisherLongmanen_NZ
dc.rights© Addison Wesley Longman New Zealand Limited 1997. Used with permission.en_NZ
dc.titleThe contructivist paradigm and some implications for science content and pedagogyen_NZ
dc.typeChapter in Booken_NZ


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