Publication 5400

Russell T. (1993) Learning to teach science: Constructivism, reflection, and learning from experience. In: Tobin K. (ed.) The practice of constructivism in science education. Lawrence Erlbaum Associates, Hillsdale NJ: 247–258.
The decade of the 1980s saw research on the learning of science concepts dominated by the perspective of constructivism. At the same time, teacher educators generally became increasingly attentive to the perspectives of reflection and metaphor as aids to the process of learning to teach. The process of learning to teach science is a significant meeting ground for the perspectives of constructivism and reflection, and this chapter explores the potential value of bringing the two perspectives to bear on each other. This task requires consideration of both content and process in the two domains of science teaching and science teacher education.
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