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Defending constructivism in science education
Daniel Gil-Pérez, Jenaro Guisasola, Antonio Moreno, Antonio Cachapuz, Anna M. Pessoa De Carvalho, Joaquín Martínez Torregrosa, Julia Salinas, Pablo Valdés, Eduardo González & Anna Gené Duch
Science & Education 11 (6):557-571 (2002)
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Que entendemos por posições construtivistas na Educação em Ciência.D. Gil-Pérez, J. Guisasola, A. Moreno, A. Cachapuz, A. M. Pessoa de Carvalho, J. Martínez Torregrosa, J. Salinas, P. Valdés, E. González & A. Gene Duch - 2002 - Science & Education 11:557-571.
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António F. Cachapuz is a professor of science education at the University of Aveiro, Portugal. He has published on the role of language in science learning. More recently his main research interest is the application of the history and philosophy of science to science education. Marta Cardenas is a professor of physics at the National University of Tucumán. [REVIEW]Zoubeida R. Dagher - 2002 - Science & Education 11:619-622.
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Citations of this work
International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
Lyotard, postmodernism and science education: A rejoinder to Zembylas.Roland M. Schulz - 2007 - Educational Philosophy and Theory 39 (6):633–656.
Contributions from the Philosophy of Science to the Education of Science Teachers.Vicente Mellado, Constantino Ruiz, María Luisa Bermejo & Roque Jiménez - 2006 - Science & Education 15 (5):419-445.
Bringing Inferentialism to Science Education.Edward Causton - 2019 - Science & Education 28 (1-2):25-43.
The Construction and Analysis of a Science Story: A Proposed Methodology.Stephen Klassen - 2009 - Science & Education 18 (3-4):401-423.
References found in this work
The Psychology of Personal Constructs (an Excerpt).George A. Kelly - 1967 - In Donald C. Hildum (ed.), Language and Thought: An Enduring Problem in Psychology. London: : Van Nostrand,. pp. 37--44.
The nature of science in science education: An introduction.William F. Mccomas, Hiya Almazroa & Michael P. Clough - 1998 - Science & Education 7 (6):511-532.
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