Constructivisms and Objectivity: Disentangling Metaphysics from Pedagogy

Science and Education

Volumn 6, Issue 1-2, 1997, Pages 43-53

  Grandy, Richard E ^a  

^a RICE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040034820     PISSN: 09267220     EISSN: 15731901     Source Type: Journal    
DOI: 10.1023/a:1008665913766     Document Type: Article

References (28)

1. Aikenhead, G.: 1992. 'How to Teach the Epistemology and Sociology of Science in a Historical Context', in S. Hills (ed.), Second International HPS&ST Proceedings, University of Kingston, Kingston, pp. 23-34.
2. Ames, C. A.: 1990, 'Motivation What Teachers Need to Know', Teachers, College Record 91, 409-421.
3. Bloom, J : 1992. 'Contextual Flexibility. learning and Change from Cognitive, Sociculttural, and Physical Context Perspectives', in S. Hills (ed.), Second International HPS&ST Proceedings, University of Kingston. Kingston, pp. 115-126.
4. Bruer, J. T., 1943, Schools, for Thought. A Science of Learning in the Classroom. MIT Press, Cambridge.
5. Cartwright, N.: 1983, How the Laws of Physics Lie, Clarendon Press, Oxford.
6. Chinn, C. & Brewer, W.: 1993, The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and implications for Science Instruction', Review of Ed Research 63, 1-50.
7. Cobh, P.: 1994a, 'Constructivism in Mathematics and Science Education', Educational Researcher 23, 4
8. Cobb, P.: 1994b, 'Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development', Educational Researcher 23, 13-23.
9. Driver, R. et al., 1994, 'Constructing Scientific Knowledge in the Classroom', Educational Researcher 23, 5-12.
10. Dusch R. A. & Feather, R.: 1995, Developing and Nurturing Objectivity in Scienec Classrooms', in Proceeding of the third International Conference an Hisiory and Philosophy of Science and Science Teaching, University of Minnesota Press, Minneapolis. MI, pp. 314-325, Vol. I.
11. Duschl, R.A.: 1990, Restructuring Science Education. The Importance of Theories and Their Development, Columbia University Press, New York.
12. Fosnol, C.: 1993, 'Rethinking Science Education: A Defense of Piagetian Constructivism', Journal of Research in Science Teaching, 30(9), 1189-1201
13. Giannetto, F.: 1992, 'The Relations Between Epistemology, History of Science and Science Teaching from the Point of View of the Research on Mental Representations', in S Hills (ed.), Second International HPS&ST Proceedongs. University of Kingston, Kingston, pp. 359-374.
14. Giere, R.: 1989, 'The Units of Analysis in Science Studies', in S. Fuller et al. (eds.), The Cognitive Turn, Kluwer Academic Publishers, Dordrecht, pp. 3-11.
15. Giere, R.: 1988, Explaining Science: A Cognitive Approach, University of Chicago Press, Chicago, IL.
16. Gil-Perez, D.: 1992, 'Approaching Pupil's Learning to Scientific Construction of Knowledge: Some Implications of the History and Philosophy of Science in Science, Teahing', in S. Hills (ed.), Second International HPS&ST Proceedings, University of Kingston, Kingston, pp 375-390.
17. Glasson, G et al.: 1992, 'Social Constructivism in Science Learining: Toward a Mind-World Synthesis', in S. Hills (ed.), Second International HPS&ST Proceedings. University of Kingston, Kingston, pp. 399-406.
18. Goldin, G.: 1990, 'Epistemology, Constructivism, and Discovery Learning in Mathematics', in R.B. Davis, C. Maher & N. Noddings (eds.), Constructivist Views on The Teaching and Learning of Mathematics, NCTM, pp. 31-47.
19. Longinu, H.: 1992, 'Essential Tensions - Phase Two: Feminst, Philosophical and Social Studies of Science', in E. McMullin (ed.), The Social Dimensions of Science, U Notre Dame Press, Notre Dame, IN, pp. 198-216.
20. Longino, H.: 1994, The Fate of Knowledge in Social Theories of Science', in F. F. Schmitt (ed), Socializing Epistemology: The Social Dimensions of Knowledge. Rowman & Little-field, Lanham, Maryland, pp. 135-157.
21. Matthews M. & Davson Galle. P.: 1992. 'Constructivism and Science Education Some Cautions and Comments', in S. Hills (ed.), Second International HPS&ST Proceedings, University of Kingston, Kingston, pp. 135-144.
22. Matthews, M.: 1994, Science Teaching. The Role of History and Philosophy of Science, Routledge, New York.
23. Megill, A.: 1991 Four Senses of Objrctivity', Annals of Scholarship 8, 301-320.
24. Nieddeler, H.: 1992, 'Science Philosophy, Science History and die Teaching of Physics', in S. Hills (ed.). Second International HPS&ST Proceeding, University of Kingsion, Kingston, pp. 201-214.
25. O'Loughlin, M.: 1991, 'Some Further Questions for Piagetian Constructivists: A Reply to Fosnot'. Journal of Research in Science Teaching 30(9), 1203-1207
26. O''Loiighlin, M.: 1992, 'Rethinking Science Education: Beyond Piagetian Constructivism Toward a Sociocultural Model of Teaching and Learning', Journal of Research in Scicnie Teaching 29(8), 791-820.
27. Von Glasersteld, E.: 1992, A Construeuvist Approach to Experimential foundations of Mathematical Concepts', in S. Hills (ed.), Second International HPS&ST Proceedings, University of Kingston, Kingston, pp. 553-572.
28. Von Glasersfeld, E.: 1990, 'An Exposition of Constructivism: Why Some Like it Radical', in R. B. Davis, C. Maher & N. Noddings (eds.), Constructivist Views on The Teaching and Learning of Mathematics, NCTM, Reston VA, pp. 19-30.