Journal
Science & Education

Publications Found: 92 · Show All Abstracts · Highlight Matches

Linn M. C. & Burbules N. C. (1993) Construction of knowledge and group learning. In: Tobin K. (ed.) The practice of constructivism in science education. AAAS Press, Washington DC: 91–119.
Louden W. & Wallace J. (1990) The constructivist paradox: Teachers’ knowledge and constructivist science teaching. Research in Science Education 20: 181–190. Fulltext at https://cepa.info/7129
Louden W. & Wallace J. (1994) Knowing and teaching science: The constructivist paradox. International Journal of Science Education 16: 649–657. Fulltext at https://cepa.info/7121
Maheux J.-F., Roth W.-M. & Thom J. (2010) Looking at the observer challenges to the study of conceptions and conceptual change. In: Roth W.-M. (ed.) Re/structuring science education: ReUniting sociological and psychological perspectives. Springer, Dordrecht: 201–219. Fulltext at https://cepa.info/6145
Marín N. (1994) A comparative study of Piagetian and constructivist work on conceptions in science. International Journal of Science Education 16(1): 1–15.
Marín N., Benarroch A. & Jiménez G. E. (2000) What is the relationship between social constructivism and Piagetian constructivism? An analysis of the characteristics of the ideas within both theories. International Journal of Science Education 22(3): 225–238. Fulltext at https://cepa.info/4020
Martínez-Delgado A. (2002) Radical constructivism: Between realism and solipsism. Science Education 86(6): 840–855. Fulltext at https://cepa.info/3026
Matthews M. (1998) Introductory comments on philosophy and constructivism in science education. In: Matthews M. (ed.) Constructivism in science education: A philosophical examination. Kluwer, Dordrecht: 1–10. Fulltext at https://cepa.info/3005
Matthews M. R. (1993) Constructivism and science education: Some epistemological problems. Journal of Science Education and Technology 2(1): 359–370. Fulltext at https://cepa.info/3003
Matthews M. R. (1994) Discontent with constructivism. Studies in Science Education 24: 165–172. Fulltext at https://cepa.info/6989
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