Constructivism

Taber, K. S. (2006). Beyond constructivism The progressive research programme into learning science. Studies in Science Education, 42, 125-184. 

Such an approach is consistent with constructivism and follows the principle of induction by going from the macro to the submicro level. Note that the opposite approach, which starts from the structure of matter and follows a productive/receptive approach model, is quite common in chemistry education. 

Active and cooperative learning methods are consistent with social/cultural constructivism, provide a better learning enviromnent and contribute to deeper understanding and development of learning skills (Duncan-Hewitt, Mount, Apple, 1995 Johnson, Johnson, Smith, 1991). This form of learning is traditionally used in laboratory work. It was also used in the project-emiched physical chemistry laboratoiy described above (Tsaparlis Gorezi, 2005 2007). 

Bretz, S. L. (2001). Novak s theory of education Human constructivism and meaningful learning. Journal of Chemical Education, 78, 1107. 

Shilandd, T. W. (1999). Constructivism The implications for laboratory work. Journal of Chemical Education, 76, 107-109. 

Bodner, G. M. (1986). Constructivism A theory of knowledge. Journal of Chemical Education, 63, 873-878. 

Duit, R., Treagust, D. F. (1998). Learning in science - from behaviourism towards social constructivism and beyond. In B. J. Fraser K. G. Tobin (Eds.), International handbook of science education (Vol. 1, pp. 3-25). Dordrecht, The Netherlands Kluwer Academic Publishers. 

It was in this political and social climate that Vadim Kosmatschof began his artistic training. From 1951 to 1958 he was a student at the Moscow Secondary Art School. There he worked on the development of his first spatial concepts, which even then were conceived in relation to architecture and in contemplation of the standardized public spaces of the Stalin years. In his early sketches, Kosmatschof developed the concept of space that was to be determinative for his entire artistic development the space occupied by the sculpture is conceived as a resource and a means of organizing experience in order to develop a processual form of aesthetics. The buried tradition of Russian constructivism thus became a kind of fossil fuel which inspired and... 

For him, the reference to Russian constructivism also meant taking the constructivist propensity for symbolism as well as the constructivists interest in the interface between form and the outside world a step further, and making selective use of them. The contrast between serial production in architecture and the improvised assembly of the elements of Kosmatschof s sculpture was almost symbolic for the restrictions placed on the range of artistic expression in the Soviet state. 

On sociological constructivism, see Steven Shapin, "Discipline and Bounding The History and Sociology of Science as Seen through the External ism-Internal ism Debates," 203208, in Conference on Critical Problems and Research Frontiers in History of Science and History of Technology, 30 October 3 November (Madison History of Science Society, 1991). 

Poerksen, B. (2004). The Certainty of Uncertainty, Dialogues Introducing Constructivism. Imprint Academic. 

Constructivism is linked to the philosophical-epistemological theory of (scientific) relativism or empiricism, which is in contrast to another theory, that of (scientific) realism or objectivism or positivism. Realists believe logical analysis applied to objective observations can be used to discover the truth about the world we live in. Relativists accept the existence of a real world, but question whether this world is knowable . They note that observations, and the choice of observations to be made, are influenced by the beliefs, theories, hypotheses, and background of the individual who makes them (6). Realism and empiricism must be considered as two extremes on a continuum. It is certain that in its early years (surely until, say, the beginning of the twentieth century), science was closer to relativism, but as time passed, we came closer to a realist state. Note that are there are those who argue that philosophical and educational constructivisms are intertwined (15, 16), and those who are against (IT) and critical (18) of the way these philosophical theories are linked to education theories. 

Educational constructivism extended the realism-empiricism dichotomy into how individuals learn, and assumed two main forms (19) (i) personal constructivism, which is associated with Piaget (5) and (ii) social-cultural constructivism which is linked to Vygotsky. Piagetian constructivism is associated with an idealized person (the epistemic subject ). On die other hand, according to Vygotsky (20), the learner constructs actively his/her knowledge, but this process is greatly assisted by interactions with peers and with the teacher who acts at the students zone of proximal development. 

Context-based approaches are consistent with Novak s theory of human constructivism (see also Discussion below). 

Aristotle, Metaphysics, trans. H. Tredennick (1933), W. Heinemann, London Aristode, Nicomachean Ethics, trans. T. Irwin, Second Edition (1999), Hackett, Indianapolis, IN Beniger, J. (1986) The Control Revolution, Harvard University Press, Cambridge, MA Bijker, W. (1993) Do not despair There is life after constructivism , Science, Technology and Human Values, vol 18, no.l, ppl 13—138... 

Winner, L. (1993) Upon opening the black box and finding it empty Social constructivism and the philosophy of technology , Science, Technology and Human Values, vol 18, no 3, pp362— 378... 

Tobin, K. (2007) Key contributors Ernst van Glaserfeld s radical constructivism. Cult. Sci. Educ. 2, 529-538. 

Collectively, these five elements make up what CORD, the developer of the ABC series, refers to as the REACT methodology, named after the acronym for the five elements encompassed. CORD s teaching materials are specifically designed to support constructivism in the classroom by facilitating the creation of learning environments in which these five elements are encouraged. When the REACT methodology is used effectively, students do not just remember, they understand. 

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