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Science &; Education - 相似文献
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Niaz Mansoor Abd-El-Khalick Fouad Benarroch Alicia Cardellini Liberato Laburú Carlos E. Marín Nicolás Montes Luis A. Nola Robert Orlik Yuri Scharmann Lawrence C. Tsai Chin-Chung Tsaparlis Georgios 《Science & Education》2003,12(8):787-797
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. 相似文献
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Pendula,Models, Constructivism and Reality 总被引：1，自引：0，他引：1
It is argued that Galileo made an important breakthroughin the methodology of science by considering idealizedmodels of phenomena such as free fall, swinging pendulaand the like, which can conflict with experience. Theidealized models are constructs largely by our reasoningprocesses applied to the theoretical situation at hand. Onthis view, scientific knowledge is not a construction out ofexperience, as many constructivists claim about both themethods of science and about the learning of science. Infact Galileo's models can, depending on their degree ofidealization or concretization, be at variance with experience.This paper considers what is meant by idealization andconcretization of both the objects and properties that makeup theoretical models, and the ideal laws that govern them.It also provides brief illustrations of ideal laws and how theymay be made more concrete, and briefly considers howtheories and models might be tested against what we observe.Finally some difficulties are raised for a radical constructivistapproach to both science and learning in the light of Galileo'smethodological approach. The upshot is that both the dialoguestructure of Galileo's writings and his method of model buildingprovide a rich resource for science education that rivals that of thestandard varieties of constructivism, and at the same time gives amuch better picture of the actual procedures of science itself. 相似文献
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Educational Psychology Review - Textbooks currently include many elaborations that describe, illustrate, and explain main ideas, increasing the length of these textbook chapters. The current study... 相似文献
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Saving Kuhn from the Sociologists of Science 总被引：1，自引：0，他引：1
For many in the science education community Kuhn is often closely identified with a sociological approach, as opposed to a philosophical approach, to matters raised in his book The Structure of Scientific Revolutions. This paper is an attempt to liberate Kuhn from too close an association with the sociology of scientific knowledge. While Kuhn was interested in some sociological issues concerning science, e.g., how to individuate communities of scientists, many of his other interests were not sociological. In fact in later writings he was quite hostile to the claims of the Strong Programme. This difference in his post-Structure writings is explored, along with his model of weighted values as an account of theory choice. This model has little in common with the model of theory choice advocated by Strong Programmers and much more in common with traditional philosophical concerns about theory choice. 相似文献
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This paper draws on the knowledge-base implicit in ex post evaluations of publicly funded R&D and other related conceptual and empirical studies to suggest a framework for the ex ante evaluation of the regional benefits from R&D projects. The framework developed comprises two main elements: an inventory of the global private and social benefits which might result from any R&D project; and, an assessment of the share of these global benefits which might accrue to a host region, taking into account the characteristics of the R&D project and the region’s innovation system.The inventory of global benefits separately identifies private and social benefits and distinguishes between increments to public and private knowledge stocks, benefits to R&D productivity and benefits from commercialisation. Potential market and ‘pure’ knowledge spillovers are also considered separately. The paper concludes with the application of the framework to two illustrative case studies. 相似文献
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Kim Sterelny John Forge Ivan Crozier Sverre Myhra Randall Albury Steve Clarke Yvonne Luxford David Philip Miller Lynn K. Nyhart Mary Chan Richard McDonough Peter J. Riggs Allan Franklin Robert Nola David Bloor Mark Cortiula Thomas Nickles David Oldroyd Nicolas Rasmussen John Forge William A. S. Sarjeant 《Metascience》1998,7(2):331-418