Abstract
That constructivism represents a paradigm change in science education is acceptedby many. One obvious indication is the enormous amount of literature it has pro-duced. According to one estimate, 2500 scholarly articles inspired by it appearedin science education journals by 1993 (Duit, 1993), and there is no doubt thatthis number has grown even bigger since then. However, despite its popularitythere are few books devoted to a systematic critical examination of the philo-sophical foundations of constructivism and its implications for science education.
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