Abstract
That Piagetian epistemology has the dynamics of knowledge growth as its core consideration predetermines a need to consider it as potentially applicable to teaching. This paper addresses that need by first outlining the Piagetian theory of equilibration and then applying it to the construction of methods of teaching science.
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Rowell, J.A. Piagetian epistemology: Equilibration and the teaching of science. Synthese 80, 141–162 (1989). https://doi.org/10.1007/BF00869952
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DOI: https://doi.org/10.1007/BF00869952