Jenkins, EW (2000) Constructivism in School Science Education: Powerful Model or the Most Dangerous Intellectual Tendency? Science & Education, 9 (6). pp. 599-610. ISSN 0926-7220
Abstract
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.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Keywords: | Constructivism; teaching; learning; science |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 13 Jul 2016 09:15 |
Last Modified: | 13 Jul 2016 09:15 |
Published Version: | http://dx.doi.org/10.1023/A:1008778120803 |
Status: | Published |
Publisher: | Kluwer Academic Publishers |
Identification Number: | 10.1023/A:1008778120803 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:86113 |