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Defending Constructivism in Science Education

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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 an‘emergent 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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Authors and Affiliations

  1. Universitat de Valéncia, Spain E-mail

    Daniel Gil-Pérez

  2. Universidad del País Vasco, Spain

    Jenaro Guisasola

  3. Universidad Complutense, Spain

    Antonio Moreno

  4. Universidade de Aveiro, Portugal

    Antonio Cachapuz

  5. Universidade de São Paulo, Brazil

    Anna M. Pessoa De Carvalho

  6. Universidad de Alicante, Spain

    Joaquín Martínez Torregrosa

  7. Universidad de Tucumán, Argentina

    Julia Salinas

  8. Instituto Superior Pedagógico E.J. Varona, La Habana, Cuba

    Pablo Valdés

  9. Universidad de Córdoba, Argentina

    Eduardo González

  10. Universitat de Lleida, Spain

    Anna Gené Duch

  11. IUFM d'Aix Marseille, France

    Andrée Dumas-Carré

  12. Universidad de San Martín, Argentina

    Hugo Tricárico

  13. Universidad Pedagógica Nacional, Colombia

    Rómulo Gallego

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  1. Daniel Gil-Pérez
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Gil-Pérez, D., Guisasola, J., Moreno, A. et al. Defending Constructivism in Science Education. Science & Education 11, 557–571 (2002). https://doi.org/10.1023/A:1019639319987

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