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  1. International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Constructivism: Defense or a Continual Critical Appraisal A Response to Gil-Pérez et al.Mansoor Niaz, Fouad Abd-El-Khalick, Alicia Benarroch, Liberato Cardellini, Carlos E. Laburú, Nicolás Marín, Luis A. Montes, Robert Nola, Yuri Orlik, Lawrence C. Scharmann, Chin-Chung Tsai & Georgios Tsaparlis - 2003 - Science & Education 12 (8):787-797.
    This commentary is a critical appraisal of Gil-Pérez et al.'s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of `normal' science; (b) Authors fail to recognize the importance of von Glasersfeld's contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology (...)
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  • Contributions from the Philosophy of Science to the Education of Science Teachers.Vicente Mellado, Constantino Ruiz, María Luisa Bermejo & Roque Jiménez - 2006 - Science & Education 15 (5):419-445.
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  • Connections between pedagogical and epistemological constructivism: Questions for teaching and research in chemistry. [REVIEW]Donald J. Wink - 2006 - Foundations of Chemistry 8 (2):111-151.
    The rich and ongoing debate about constructivism in chemistry education includes questions about the relationship, for better or worse, between applications of the theory in pedagogy and in epistemology. This paper presents an examination of the potential to use connections of epistemological and pedagogical constructivism to one another. It examines connections linked to the content, processes, and premises of science with a goal of prompting further research in these areas.
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  • (1 other version)The status of constructivism in chemical education research and its relationship to the teaching and learning of the concept of idealization in chemistry.Kevin C. de Berg - 2006 - Foundations of Chemistry 8 (2):153-176.
    A review of the chemical education research literature suggests that the term constructivism is used in two ways: experience-based constructivism and discipline-based constructivism. These two perspectives are examined as an epistemology in relation to the teaching and learning of the concept of idealization in chemistry. It is claimed that experience-based constructivism is powerless to inform the origin of such concepts in chemistry and while discipline-based constructivism can admit such theoretical concepts as idealization it does not offer any unique perspectives that (...)
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  • Effects of Historical Story Telling on Student Understanding of Nature of Science.Cody Tyler Williams & David Wÿss Rudge - 2019 - Science & Education 28 (9-10):1105-1133.
    Concepts related to the nature of science have been considered an important part of scientific literacy as reflected in its inclusion in curriculum documents. A significant amount of science education research has focused on improving learners’ understanding of NOS. One approach that has often been advocated is an explicit and reflective approach. Some researchers have used the history of science to provide learners with explicit and reflective experiences with NOS concepts. Previous research on using the history of science in science (...)
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  • Problems with Fallibilism as a Philosophy of Mathematics Education.Stuart Rowlands, Ted Graham & John Berry - 2011 - Science & Education 20 (7-8):625-654.
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  • (1 other version)On Ernst von Glasersfeld's contribution to education: One interpretation, one example.Marie Larochelle & Jacques Désautels - 2007 - Constructivist Foundations 2 (2-3):90-97.
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  • Science-Technology-Society (STS): A New Paradigm in Science Education.Nasser Mansour - 2009 - Bulletin of Science, Technology and Society 29 (4):287-297.
    Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field of science education. The success of science education reform depends on teachers' ability to integrate the philosophy and practices of current programs of science education reform with their existing (...)
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  • ‘And they lived happily ever after’: the fairy tale of radical constructivism and von Glasersfeld's ethical disengagement.Vasco D'Agnese - 2015 - Ethics and Education 10 (2):131-151.
    Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated, knowledge remains only (...)
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  • The Role of Instruments in Three Chemical’ Revolutions.José Antonio Chamizo - 2014 - Science & Education 23 (4):955-982.
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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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  • The Challenge of Understanding Radical Constructivism.D. Dykstra Jr - 2007 - Constructivist Foundations 2 (2-3):50-57.
    Purpose: This contribution to the Festschrift honoring Ernst von Glasersfeld gives some insight into the perpetual problem of understanding radical constructivism (RC). Parallels with the Middle Way school of Buddhism appear to shed light on this challenge. Conclusion: The hegemony realism has over the thinking of even the most highly educated in our civilization plays a major role in their failure to understand RC. Those still subject to realism in their thinking interpret statements by those in RC in ways incompatible (...)
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  • Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science.Cody Tyler Williams & David Wÿss Rudge - 2016 - Science & Education 25 (3-4):407-427.
    Science education researchers have long advocated the central role of the nature of science for our understanding of scientific literacy. NOS is often interpreted narrowly to refer to a host of epistemological issues associated with the process of science and the limitations of scientific knowledge. Despite its importance, practitioners and researchers alike acknowledge that students have difficulty learning NOS and that this in part reflects how difficult it is to teach. One particularly promising method for teaching NOS involves an explicit (...)
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  • Making Philosophy of Science Education Practical for Science Teachers.F. J. J. M. Janssen & B. van Berkel - 2015 - Science & Education 24 (3):229-258.
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  • (1 other version)The status of constructivism in chemical education research and its relationship to the teaching and learning of the concept of idealization in chemistry.Kevin C. De Berg - 2006 - Foundations of Chemistry 8 (2):153-176.
    A review of the chemical education research literature suggests that the term constructivism is used in two ways: experience-based constructivism and discipline-based constructivism. These two perspectives are examined as an epistemology in relation to the teaching and learning of the concept of idealization in chemistry. It is claimed that experience-based constructivism is powerless to inform the origin of such concepts in chemistry and while discipline-based constructivism can admit such theoretical concepts as idealization it does not offer any unique perspectives that (...)
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  • Generative Modelling in Physics and in Physics Education: From Aspects of Research Practices to Suggestions for Education.Ismo T. Koponen & Suvi Tala - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1143-1169.
    The extensive use of modelling in physics research has many implications on how it is used in physics education. An interesting case is the use of models in producing of new knowledge, which we here refer to as generative modelling. Generative modelling can serve as a cognitive tool bridging conceptual reality and real phenomena by mutually fitting of simulations and experiments. In this fitting process of fitting, pursuing partial mimetic similarity in simulations and experiments acquires a central epistemological role. At (...)
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  • An instructional model for a radical conceptual change towards quantum mechanics concepts.George Kalkanis, Pandora Hadzidaki & Dimitrios Stavrou - 2003 - Science Education 87 (2):257-280.
    We believe that physics education has to meet today’s requirement for a qualitative approach to Quantum Mechanics (QM) worldview. An effective answer to the corresponding instructional problem might allow the basic ideas of QM to be accessed atan early stage of physics education. This paper presents part of a project that aims at introducing a sufficient, simple, and relevant teaching approach towards QM into in-/preservice teacher education, i.e., at providing teachers with the indispensable scientific knowledge and epistemological base needed for (...)
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  • The Comparative Effects of Constructivist Versus Traditional Teaching Methods on the Environmental Literacy of Postsecondary Nonscience Majors.J. Michael Wright - 2008 - Bulletin of Science, Technology and Society 28 (4):324-337.
    Using a pretest-posttest quasi-experimental control group design, a learning environment study was conducted to evaluate the environmental literacy of postsecondary, nonscience majors. Data were collected from 183 students taking an introductory environmental science class—a 41-question Environmental Literacy Instrument (ELI) prompted students for responses across four subscales of environmental literacy: Knowledge, Beliefs, Opinions, and Self-Perceptions. Differences between presurvey and postsurvey scores were compared to determine whether a constructivist-based or traditional learning environment improved students' environmental literacy more. Results showed that the constructivist-based (...)
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  • The Ontological Turn in Education: The Place of the Learning Environment.Gordon Brown - 2009 - Journal of Critical Realism 8 (1):5-34.
    This article explores some implications of using a critical realist theoretical framework for the study of education, in particular the core activities of learning and teaching. Many approaches have been made to understanding learning and teaching, but they tend to fall into one of two camps. The first includes approaches known as objectivism, instructivism and behaviourism, and is interpreted here as embodying principles of empiricism. The second comprises various takes on constructivism, particularly social constructivism, and is interpreted here as embodying (...)
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  • Survey Exploring Views of Scientists on Current Trends in Chemistry Education.Xenofon Vamvakeros, Evangelia A. Pavlatou & Nicolas Spyrellis - 2010 - Science & Education 19 (2):119-145.
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  • Teaching Chemistry for All Its Worth: The Interaction Between Facts, Ideas, and Language in Lavoisier’s and Priestley’s Chemistry Practice: The Case of the Study of the Composition of Air.Kevin de Berg - 2014 - Science & Education 23 (10):2045-2068.
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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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