Publication 313

Taber K. S. (2009) Progressing science education: Constructing the scientific research programme into the contingent nature of learning science. Springer, Dordrecht.
The notion of scientific research programmes is used to understand the development, limitations and potential of constructivism. It is shown that constructivist work in science education fits into a coherent programme exploring the contingencies of learning science. The author goes further to address criticisms of constructivism; evaluate progress in the field; and suggest directions for future research. It is concluded that constructivism has provided the foundations for a progressive research programme that continues to guide enquiry into learning and teaching science.
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