The Practice of Constructivism in Science Education

By Kenneth Tobin | Go to book overview

2
Questions and Answers about Radical Constructivism

Ernst von Glasersfeld

The questions I try to answer in the pages that follow were raised after talks I gave at the National Association for Research in Science Teaching (NARST) meeting in Atlanta, GA ( April 1990) and at an American Association for the Advancement of Science (AAAS) symposium in Washington, D.C. ( February 1991). Given the time limitation at both occasions, I could address only a small selection. While reviewing the whole collection at a later date, I found that the material could be roughly divided into three subject areas. I begin with the specifically epistemological ones, then consider those that concern the problem of social interaction, and I end with some implications the constructivist orientation might have for teachers and the philosophy of instruction. Because the answers I give are not derived from an established dogma but spring from my subjective point of view, the reader will find a certain amount of overlapping between the three sections. I would like to claim that this is inevitable because, in my experience, once one shifts to the constructivist orientation, everything one thinks and does changes in a way that seems remarkably similar and coherent. Let me emphasize a point I have made in many of my papers: constructivism, as far as I am concerned, is one possible way of thinking. It is a model, and models, no matter how useful they may prove, must never be claimed to be "true."


EPISTEMOLOGY

1. Is constructivism primarily an epistemology or a pedagogy?

Constructivism confronts questions of knowledge--what knowledge is and where it comes from. It can therefore be considered an exercise in

-23-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
The Practice of Constructivism in Science Education
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 344

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.