Constructivism In Science Education Research Articles

Toward Constructivist Research in Environmental Education

Abstract A review of environmental education literature reveals a paucity of constructivist-based research. To support the case for this approach, the author reviews theoretical aspects of science education research of this type. It first situates different approaches to educational research in relation to different epistemologies and then reviews constructs used in constructivist science education research. Issues associated with the adoption of this epistemology—topics deemed worthy of research, importance given to the learner's pre-instructional knowledge, and perspectives on learning and understanding—are considered. The article concludes with proposals for constructivist research in environmental education across the educational commonplaces.

Transitions from objectivism to constructivism in science education

Using Thomas Kuhn's (1970) work as a basis to support change in guiding epistemological paradigms, this article contrasts objectivism with constructivism. Three persistent problems in education, curriculum, evaluation and discipline, are presented and reconceptualized from a constructivist perspective. These problems will be illustrated using a school‐based research project that examines the processes teachers experience as they attempt to change from traditional objectivist teaching to constructivist teaching. A model for change derived from this project includes six interrelated requisites of change: perturbation, awareness of a need to change, commitment to change, establishment of a vision, projection of self into the vision and reflection.

The constructivist paradox: Teachers’ knowledge and constructivist science teaching

Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge. This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’ learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the possibilities of helping teachers lead students towards a constructivist school science.