The Practice of Constructivism in Science Education

By Kenneth Tobin | Go to book overview

Index
A
abstractions, 26
accommodation, 42-43, 45-46, 78, 197
acquisition, 183-184, 189
adaptation, process of, 43
Afrocentricity, debate over, 179
alternative conception (AC), 53-54
Anglocentricity, 177
"Apple Classroom of Tomorrow", 312
application, 184-185
apprenticeship model of learning, 108, 147, 163-164
appropriation, 78, 99
assessment of learning
alternative, 12-14, 332
National Assessment of Education Progress, 312
student learning, 36-37, 140-142
traditional methodology, 12-13
in tutoring, 100-101, 106
assimilation, 42-43, 45-46, 197
Ausubel, D.P., 269
authentic processes in group learning, 109-111
B
Bachelard, Gaston, 72
"Back to Basics" in mathematics, 304
Barnes, D., 252
basal metabolism of middle level students, 136
behaviorist tradition in teaching see positivism
beliefs
defined, 228-230
genesis of alternative, 274-275
knowledge compared to, 62-63
realist, 286-287
reflection on, 327
of teachers, 147-148,231-239, 271-275, 286-287
Berger,Peter, 57
Bettencourt, Antonio, 39-50, 326
Bohm, David, 80
brainstorming, 93-94
Burbules, Nicholas C., 91-119, 328
C
change
commitment to, 264
conceptual, 269-270, 273, 327
of content in schools, 250-252
curriculum, 250-252
parent's concerns over implementation of NCTM standards, 301-303
pedagogical change in teachers, 187-189, 234-239, 262-263, 279-280
reconceptualization
components of, 263-265, 269-270
teacher centralism as hindrance to, 271-275, 286-288
staff development to promote, 227-228, 237-241

-335-

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