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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Progressing Science Education: Constructing the Scientific Research Programme Into the Contingent Nature of Learning Science

Progressing Science Education: Constructing the Scientific Research Programme Into the Contingent Nature of Learning Science

Taber, Keith S.

Paperback

Series: Contemporary Trends and Issues in Science Education, Book 37

General ScienceTeaching Instruction

ISBN10: 9048185017
ISBN13: 9789048185016
Publisher: Springer Nature
Published: Oct 28 2010
Pages: 400
Weight: 1.29
Height: 0.86 Width: 6.14 Depth: 9.21
Language: English

Exploring one of the central themes in science education theory, this volume examines how science education can be considered as a scientific activity within a broad post-positivist notion of science.

Many students find learning science extremely problematic, whatever level of education they have reached. At the end of the 1970s a new approach to tackling learning difficulties in science was developed, drawing on ideas from psychology and cognitive science, and centred on the way students build up new knowledge in reference to their existing ideas. 'Constructivism' became the dominant paradigm in science education research for two decades, spawning a vast body of literature reporting aspects of learners' ideas in different science topics. However, Constructivism came under fire as it was recognised that the research did not offer immediate and simple prescriptions for effective science teaching. The whole approach was widely criticised, in particular by those who saw it as having 'anti-science' leanings.

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