Abstract
An explicit theory of constructivism for science education is defined using references from the literature. This theory is used to suggest ways to modify laboratory activities to increase student understanding. Modification is suggested as a practical alternative to completely rewriting laboratory activities in a guided-discovery or full-inquiry format. The theory is shown to be consistent with generalizations derived from the classroom examples given in National Science Education Standards in the United States and a related document, NSTA Pathways to the Science Standards. It is argued that explicit theories of education with specific implications are useful to the classroom teacher, as they allow use, discussion, and modification.
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