Publication 7248

Osborne J. (1993) Beyond constructivism. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca, 1–4 August 1993. Misconceptions Trust, Ithaca NY: **MISSING PAGES**. Fulltext at https://cepa.info/7248
During the past decade ‘Constructivism’ or one of its many variants has become the dominant ideology in science and mathematics education. A casual, disinterested observer might be shocked at the rate at which this school of thought has permeated research communities across the globe and at the grip that it holds on their work. In this paper, I wish to concentrate on the notion of Constructivism prevalent in science education as defined by the the Generative model of learning (Osborne and Wittrock 1985), Driver’s (1985) account of a constructivist approach to curriculum development and White’s (1988) position on the learning of science.

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