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.
In this book, the notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science.

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Progressing science education : constructing the scientific research programme into the contingent cature of learning science

edited by Dana Zeidler, Keith S. Taber

Taber, Keith S.

Springer Science + Business Media BV

Science & technology education library, Dordrecht ; Heidelberg ; London [etc, cop. 2009

Science & Technology Education Library -- 37, Dordrecht, Netherlands, 2009

Science & technology education library, vol. 37, Dordrecht, ©2009

Springer Nature, Dordrecht, 2009

Netherlands, Netherlands

Berlin, 2009

sm22303023

producers:
Acrobat Distiller 8.0.0 (Windows)

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MiU

Front Matter....Pages i-xxiii
Science Education As a Research Field Within a Domain of Enquiry....Pages 7-49
‘Scientific’ Research in Education....Pages 51-78
A Model of Science: Lakatos and Scientific Research Programmes....Pages 79-110
A Scientific Research Programme Within Science Education....Pages 111-146
The Negative Heuristic and Criticisms of Constructivism in Science Education....Pages 147-217
Building the Protective Belt of the Progressive Research Programme....Pages 219-324
The Positive Heuristic: Directions for Progressing the Field....Pages 325-356
Final Thoughts: Is There Really a RP, and Does It Matter?....Pages 357-359
Back Matter....Pages 361-399

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. This book uses the notion of scientific research programmes to understand the development, limitations and potential of constructivism.

Taber_Intro.pdf 18
Taber_Ch01.pdf 24
Taber_Ch02.pdf 67
Taber_Ch03.pdf 95
Taber_Ch04.pdf 127
Taber_Ch05.pdf 163
Taber_Ch06.pdf 234
Taber_Ch07.pdf 340
Taber_Final Thoughts.pdf 372
Taber_References.pdf 375
Taber_Name Index.pdf 399
Taber_Subject Index.pdf 405

Contemporary Trends and Issues in Science Education
Erscheinungsdatum: 09.06.2009

2020-08-30