Defending constructivism in science education
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http://hdl.handle.net/10045/2778
Título: | Defending constructivism in science education |
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Autor/es: | Gil Pérez, Daniel | Guisasola Aranzábal, Jenaro | Moreno González, Antonio | Cachapuz, Antonio | Pessoa de Carvalho, Anna M. | Martínez-Torregrosa, Joaquín | Salinas, Julia | Valdés, Pablo | González, Eduardo | Duch, Anna Gené | Dumas-Carré, Andrée | Tricárico, Hugo | Gallego, Rómulo |
Grupo/s de investigación o GITE: | Didáctica de las Ciencias y la Tecnología |
Centro, Departamento o Servicio: | Universitat de València | Universidad del País Vasco | Universidad Complutense de Madrid | Universidade de Aveiro | Universidade de São Paulo | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas | Universidad de Tucumán | Instituto Superior Pedagógico E.J. Varona (La Habana) | Universidad de Córdoba (Argentina) | Universitat de Lleida | IUFM d'Aix Marseille | Universidad de San Martín (Argentina) | Universidad Pedagógica Nacional (Colombia) |
Palabras clave: | Constructivism in science education | Science teaching as oriented research |
Área/s de conocimiento: | Didáctica de las Ciencias Experimentales | Science Education |
Fecha de publicación: | nov-2002 |
Editor: | Kluwer Academic Publishers |
Cita bibliográfica: | GIL PÉREZ, Daniel, et al. "Defending constructivism in science education". Science & Education. Vol. 11, No. 6 (Nov. 2002). ISSN 0926-7220, pp. 557-571 |
Serie/Informe nº: | Constructivismo | 02 |
Resumen: | After an impressive development throughout the last two decades, supported by a great amount of research and innovation, science education seemed to be becoming a new scientific domain. This transformation of Science Education into a specific field of research and knowledge is usually associated with the establishment of what has been called an ‘emergent consensus’ about constructivist positions. However, some voices have begun to question these constructivist positions and therefore the idea of an advancement towards a coherent body of knowledge in the field of science education. The goal of this work is to analyse some of the current criticisms of the so-called constructivist orientations and to study their implications for the development of science education as a coherent body of knowledge. |
URI: | http://hdl.handle.net/10045/2778 |
ISSN: | 0926-7220 |
DOI: | 10.1023/A:1019639319987 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | The original publication is available at www.springerlink.com |
Revisión científica: | si |
Versión del editor: | http://dx.doi.org/10.1023/A:1019639319987 |
Aparece en las colecciones: | INV - CyT-EPROBLEM - Artículos de Revistas |
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