The Practice of Constructivism in Science Education

By Kenneth Tobin | Go to book overview

In this chapter, we have suggested that while group learning does offer mechanisms that can foster specific cognitive and social outcomes, it is not equally useful for all of them, or for all of them at the same time. Trade offs and priorities continually vie for attention. Moreover, we have suggested that where workplace skills have become the focal point, educationally significant cognitive and social outcomes of group learning have often been either neglected or pursued for the wrong reasons. There is a danger in framing social and cognitive goals primarily in terms of workplace skills when they are, in fact, educational goals that happen to have relevance to the workplace, as well as to many other areas of a full and effective human existence.


REFERENCES

Azmitia M., and M. Perlmutter. "Social Influences on Children's Cognition: State of the Art and Future Directions." Advances in Child Development and Behavior, 22, ( 1989): 89-144.

Brown A. L., and J. C. Campione. "Interactive Learning Environments and the Teaching of Science and Mathematics." In M. Gardner, et al. (Eds.), Toward a Scientific Practice of Science Education. Hillsdale, NJ: Erlbaum, 1990. 111-140.

Brown A. L., J. C. Campione, R. Reeve, R. A. Ferrara, and A. C. Palincsar (in press). "Interactive Learning and Individual Understanding: The Case of Reading and Mathematics." In L. T. Landsmann (Ed.), Culture, Schooling and Psychological Development Hillsdale, NJ: Erlbaum.

Brown A. L., and A. S. Palincsar. "Guided, Cooperative Learning and Individual Knowledge Acquisition." In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser. Hillsdale, NJ: Erlbaum, 1989. 393-451.

Bruner J.S. Child's Talk. New York: Norton, 1976.

Burbules N. C., and M. C. Linn (in press). "Science Education and the Philosophy of Science: Congruence or Contradiction?" International Journal of Science Education.

Burbules N. C., and P. Reese. Teaching Logic to Children: An Exploratory Study of "Rocky's Boots". Berkeley, CA: University of California, Lawrence Hall of Science, Assessing the Cognitive Consequences of Computer Environments for Learning (ACCELL), 1984.

Chi M. T.H., and K. A. Van Lehn (in press). "The Content of Physics Self- explanations." Journal of the Learning Sciences.

Child Development Project. Evaluation of the Child Development Project: Summary of Findings to Date. San Ramon, CA: Developmental Studies Center, 1991.

Clement J., D. Brown, and A. Zietsman. "Not all Preconceptions are Misconceptions: Finding Anchoring Conceptions for Grounding Instruction on Students' Intuitions." International Journal of Science Education, 11, ( 1989): 554-565.

Cohen E.G. Designing Groupwork: Strategies for the Heterogeneous Classroom. New York: Teacher's College Press, 1986.

Collins A., J. S. Brown, and S. E. Newman. "Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics." In L. B. Resnick (Ed.), Cognition and Instruction: Issues and Agendas. Hillsdale, NJ: Erlbaum, 1989.453-494.

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