Titlebook: Constructivism in Science Education; A Philosophical Exam Michael R. Matthews Book 1998 Springer Science+Business Media Dordrecht 1998 cons

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https://doi.org/10.1007/978-3-642-56075-0aphies cited below). The research — in both the Piagetian and ‘Alternative Conception’ traditions — covers children’s learning, cognitive development, curriculum development, classroom practices, teacher education, and much else. There is a further enormous literature on constructivism in philosophy

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Constructivism in Science and Science Education: A Philosophical Critique, of science and of science education. The paper begins with a brief survey of realism and anti-realism in science and the varieties of constructivism that can be found. In the second section the important conception of knowledge and teaching that Plato develops in the . is contrasted with constructi

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Constructivism Deconstructed,e concepts, positions and arguments for the latter than is immediately available in the paper. Part II discusses the problem of intersubjectivity in constructivism. The general conclusions drawn from these sections is that the basic concepts and theses of constructivism are, mostly, at best very obs

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Constructivism Reconstructed: A Reply to Suchting,ply confused, should be devastated, if not silenced for ever. But the circumstances in the case at hand are not ordinary. W. A. Suchting calls his effort . and within the first six pages he provides an instructive example of his very own method of deconstruction. Though the traditional philosopher’s