Constructivism: Defense or a Continual Critical Appraisal A Response to Gil-Pérez et al.
- Cite this article as:
- Niaz, M., Abd-El-Khalick, F., Benarroch, A. et al. Science & Education (2003) 12: 787. doi:10.1023/B:SCED.0000004555.57519.8f
This commentary is a critical appraisal of Gil-Pérez et al.'s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of `normal' science; (b) Authors fail to recognize the importance of von Glasersfeld's contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology has been ignored; and (d) Failure to recognize that the metaphor of the `student as a developing scientist' facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals.
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