Publication 5401

Gallagher J. J. (1993) Secondary science teachers and constructivist practice. In: Tobin K. (ed.) The practice of constructivism in science education. Lawrence Erlbaum Associates, Hillsdale NJ: 181–191.
Recently, I saw the following inscription on a bumper sticker: SUBVERT THE DOMINANT PARADIGM. I asked myself if that bit of contemporary popular philosophy had any relevance to our work in science teaching. To examine the question, I asked, “What is the dominant paradigm in secondary science teaching? ” Since that question shaped much of my research over the past 10 years, I gave the following answer: In the dominant paradigm in secondary (and tertiary) science • Teaching is equated with transmitting information to students.
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