Titlebook: Science Education Research in the Knowledge-Based Society; Dimitris Psillos,Petros Kariotoglou,Maria Kallery Book 2003 Springer Science+Bu

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Constructivism in Science Education: The Need for a Clear Line of Demarcationgive way to a specific body of knowledge and reduces its theoretical bases to the . of external knowledge. The goal of this work is to analyse some of the current criticisms to the constructivist orientations ., without entering into other philosophical or psychological debates.

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Metacognitive Experiences in the Domain of Physics: Developmental and Educational Aspectstacognitive estimations with their cognitive performance during the examined age period, although they usually overestimate it. The results are discussed in regard to the importance of metacognition to science education and implications for instructional practices are pointed out.

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Atomic Physics in Upper Secondary School: Layers of Conceptions in Individual Cognitive Structure with respect to their individual layers at the end of the course (Petri & Niedderer, 2001). Our findings, which confirm the important role of cognitive layers during conceptual change, are summarized and discussed in this paper.

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Presidential Address. What can We Reasonably Expect of Research in Science Education?in prominence and therefore in importance. They are about the role and purpose of science education research. What is science education research for? What do we hope to achieve through the research, which we do? What can we reasonably expect of science education research? These are issues which cros

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Constructivism in Science Education: The Need for a Clear Line of Demarcationes in science education. It could be thought then, that the“constructivist consensus” might just be a new fashion that would once again lead us back to the immovable reception model of science learning. This questions, at the same time, the idea of an advance in the field of science education toward

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Anthology

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