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.
