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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
