Cultural Studies of Science Education

, Volume 2, Issue 3, pp 529–538 | Cite as

Key contributors: Ernst von Glasersfeld’s radical constructivism

  • Kenneth Tobin
Original Paper


This article reviews the significance of the contributions of Ernst von Glasersfeld to research in science education, especially through his theoretical contributions on radical constructivism. As a field shaper, Glasersfeld’s subversive ideas catalyzed debate in the science education community and fuelled transformation of many facets including research methods, ways of thinking about teaching and learning, curriculum, and science teacher education. Perturbations emanating from the debates on constructivism forged new pathways that led to the development and use of many of the sociocultural frameworks employed by authors in Cultural Studies of Science Education.


Radical constructivism Epistemology Realism Transforming science education History 



The Editors thank the following colleagues for their important contributions to this Key Contributors article: Paul Cobb, James Gallagher, Les Steffe, Martin Simon, Mariona Espinet, Bill Cobern, David Treagust, John Staver, Deborah Tippins, Peter Taylor, Reinders Duit, Sylvie Guignon, Jacques Desautels, and Marie Larochelle.


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Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.The Graduate CenterCity University of New YorkNew YorkUSA

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