Defending Constructivism in Science Education |
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Authors: | Gil-Pérez Daniel Guisasola Jenaro Moreno Antonio Cachapuz Antonio Pessoa De Carvalho Anna M. Martínez Torregrosa Joaquín Salinas Julia Valdés Pablo González Eduardo Gené Duch Anna Dumas-Carré Andrée Tricárico Hugo Gallego Rómulo |
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Affiliation: | (1) Universitat de Valéncia, Spain E-mail;(2) Universidad del País Vasco, Spain;(3) Universidad Complutense, Spain;(4) Universidade de Aveiro, Portugal;(5) Universidade de São Paulo, Brazil;(6) Universidad de Alicante, Spain;(7) Universidad de Tucumán, Argentina;(8) Instituto Superior Pedagógico E.J. Varona, La Habana, Cuba;(9) Universidad de Córdoba, Argentina;(10) Universitat de Lleida, Spain;(11) IUFM d'Aix Marseille, France;(12) Universidad de San Martín, Argentina;(13) Universidad Pedagógica Nacional, Colombia |
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Abstract: | After an impressive development throughout the last two decades, supported by a greatamount of research and innovation, science education seemed to be becoming a newscientific domain. This transformation of Science Education into a specific field of researchand knowledge is usually associated with the establishment of what has been called anemergent consensus about constructivist positions. However, some voices have begunto question these constructivist positions and therefore the idea of an advancementtowards a coherent body of knowledge in the field of science education. The goalof this work is to analyse some of the current criticisms of the so-called constructivistorientations and to study their implications for the development of science education asa coherent body of knowledge. |
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