Constructivism: Defense or a continual critical appraisal - A response to Gil-PΓ©rez et al.

 
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2003 (EN)
Constructivism: Defense or a continual critical appraisal - A response to Gil-PΓ©rez et al. (EN)

Niaz, M. (EN)

Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείας (EL)
Niaz, M. (EN)

This commentary is a critical appraisal of Gil-PΓ©rez 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 has been ignored; and (d) Failure to recognize that the metaphor of the `student as a developing scientist' facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals. (EN)

Πανεπιστήμιο Ιωαννίνων (EL)
University of Ioannina (EN)

Science & Education (EN)

2003


Kluwer Academic Publishers (EN)



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