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  1. Ernst Von glasersfeld's radical constructivism and truth as disclosure.Clarence W. Joldersma - 2011 - Educational Theory 61 (3):275-293.
    In this essay Clarence Joldersma explores radical constructivism through the work of its most well-known advocate, Ernst von Glasersfeld, who combines a sophisticated philosophical discussion of knowledge and truth with educational practices. Joldersma uses Joseph Rouse's work in philosophy of science to criticize the antirealism inherent in radical constructivism, emphasizing that Rouse's Heideggerian critique differs from the standard realist defense of modernist epistemology. Next, Joldersma develops an alternative conception of truth, in terms of disclosure, based on Lambert Zuidervaart's work in (...)
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  • Ken Springer: Educational Research: A Contextual Approach.Keith S. Taber - 2013 - Science & Education 22 (5):1267-1279.
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  • Assessment of evidence in university students' scientific writing.Allison Y. Takao & Gregory J. Kelly - 2003 - Science & Education 12 (4):341-363.
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  • The Problem of Pseudoscience in Science Education and Implications of Constructivist Pedagogy.Ebru Z. Mugaloglu - 2014 - Science & Education 23 (4):829-842.
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  • Reflections on 25 Years of Journal Editorship.Michael R. Matthews - 2015 - Science & Education 24 (5-6):749-805.
    These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...)
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  • The role of metaphor in scientific epistemology: A constructivist perspective and consequences for science education.Andreas Quale - 2002 - Science & Education 11 (5):443-457.
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  • Argumentation in Science Education: A Model-based Framework.Florian Böttcher & Anke Meisert - 2011 - Science & Education 20 (2):103-140.
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