Article

Constructivisms, Scientific Methods, and Reflective Judgment in Science Education

Richard E. Grandy

in The Oxford Handbook of Philosophy of Education

Published in print October 2009 | ISBN: 9780195312881
Published online January 2010 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195312881.003.0021

Series: Oxford Handbooks

 Constructivisms, Scientific Methods, and Reflective Judgment in Science Education

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This article addresses questions concerning science education, focusing on contemporary cognitive scientific investigations of teaching and learning in the science classroom. It distinguishes several kinds of views labelled constructivist and argues for the relevance of cognitive and epistemic constructivism to science education and irrelevance of ontological constructivism. It contends that proper understandings of what is involved in the knowledge of science and scientific method involves mutually informing between parties and portraying a much more complex cognitive and social landscape than that which is usually recognized.

Keywords: science education; teaching; learning; cognitive constructivism; epistemic constructivism; scientific method

Article.  9160 words. 

Subjects: Philosophy ; Social and Political Philosophy ; Epistemology

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