Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22357
Title: Using constructivism to inform tertiary chemistry pedagogy
Contributor(s): Coll, Richard K (author); Taylor, Neil (author)orcid 
Publication Date: 2001
DOI: 10.1039/b1rp90024b
Handle Link: https://hdl.handle.net/1959.11/22357
Abstract: There have been many reports in the science education literature exhorting educators to teach from a constructivist view of learning. However, these reports typically fail to confront the difficulties associated with this stance. This review considers some of the implications and difficulties associated with a constructivist view of learning. The paper begins with an overview of paradigms and description of the origins of the constructivist paradigm that has become so dominant in science education research and scholarship, before discussing the principal criticisms of constructivism. The authors conclude that constructivism offers tertiary chemistry educators some valuable insights into classroom practice, but that appropriate pragmatism with regard to pedagogy is more important than adherence to any particular metaphysical belief system.
Publication Type: Journal Article
Source of Publication: Chemistry Education Research and Practice, 2(3), p. 215-226
Publisher: RSC Publications
Place of Publication: United Kingdom
ISSN: 1756-1108
1109-4028
Field of Research (FOR): 130212 Science, Technology and Engineering Curriculum and Pedagogy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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