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Piagetian epistemology: Equilibration and the teaching of science
Synthese 80 (1):141 - 162 (1989)
Abstract
That Piagetian epistemology has the dynamics of knowledge growth as its core consideration predetermines a need to consider it as potentially applicable to teaching. This paper addresses that need by first outlining the Piagetian theory of equilibration and then applying it to the construction of methods of teaching science.My notes
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Citations of this work
History, philosophy, and science teaching: The present rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
Linking 'the book of nature'and 'the book of science': using circular motion as an exemplar beyond the textbook.Arthur Stinner - 2001 - Science & Education 10 (4):323-344.
History, philosophy and science teaching: A bibliography.Michael R. Matthews - 1989 - Synthese 80 (1):185-196.
References found in this work
The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - Chicago, IL: University of Chicago Press. Edited by Ian Hacking.
The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press. Edited by Otto Neurath.
The logic of scientific discovery.Karl Raimund Popper - 1934 - New York: Routledge. Edited by Hutchinson Publishing Group.
Criticism and the growth of knowledge.Imre Lakatos & Alan Musgrave (eds.) - 1970 - Cambridge [Eng.]: Cambridge University Press.
The Self and Its Brain: An Argument for Interactionism.Karl Raimund Popper & John C. Eccles - 1977 - Springer.
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