This paper aims at shedding light on what students can "construct" when they learn science and how this construction process may be supported. Constructivism is a pluralist theory of science education. As a consequence, I support, there are several points of view concerning this construction process. Firstly, I stress that constructivism…

This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample…

The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students' understanding of state of matter and solubility concepts. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from an Anatolian…

The purpose of this study was to create a conceptual awareness in science education for accurate observation of what is happening around us. To correctly understand the conceptual framework of the curriculum currently being implemented and to make us aware of our need to know how to put this framework into practice will serve as a guide for…

Focuses on cognitive and affective changes that occurred in one student during the study of heat and temperature. Initially the student's conceptual framework was undifferentiated with regard to heat and temperature; however, course activities and concomitant use of concept substitution helped the student differentiate these concepts and integrate…

Describes a study of Taiwanese 14-year-olds' (n=48) cognitive structures derived from the instruction of basic atomic physics. Finds that even academically above-average students tended to use relatively lower-level modes of knowledge construction, focusing on reciting or describing specific factual knowledge in physics. (Contains 27 references.)…

Reviews five methods of representing cognitive structures: (1) free word association; (2) controlled word association; (3) tree construction; (4) concept map; and (5) flow map. Discusses the applications as well as the limitations of these methods by comparing the types of analysis that are generated. (Contains 37 references.) (Author/YDS)

This study, based on constructivist learning theory, examined how effectively preservice chemistry teachers (N = 43) can be educated to think flexibly and to reorganize their thinking in a way that may complement diverse ways students approach the subject domain. The teacher's cognitive structure was assessed prior to and after a conceptual change…

This yearbook contains essays that examine the construction of knowledge. The 10 articles, which are called "opinions," are divided into 5 sections, most of which examine the construction of scientific knowledge. An editor's introduction begins each section. Section 1, "Constructivism as an Epistemology and Philosophy of…

Examines central parts from the first two papers in this journal by Peter Slezak criticizing the "sociology of scientific knowledge". Considers some of the main philosophical issues raised by sociologists of science. Contains 87 references. (DDR)

Randomly selected high school students (n=13) who studied an ecology unit were interviewed, and narrative data analyzed for changes in knowledge schema. Data support the current theory that the amount and quality of prior knowledge substantially influence gains in new knowledge and are closely linked to a capacity to apply higher-order cognitive…

Distinguishes between psychological constructivist and social constructivist groups. Explains the reasons for the growing acrimony in debates between the two groups. Discusses social constructivist accounts of the causes of belief in science. Contains 43 references. (DDR)

Presents three studies that demonstrate the efficiency of the kinesthetic conflict in promoting the understanding of three scientific concepts among children aged 5-12. Results support Piaget's theory which determines the origins of scientific thinking. Contains 26 references. (DDR)

Method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at…

Argues that constructivist science education works with an unsatisfactory account of knowledge which affects both its account of the nature of science and of science education. Includes a brief survey of realism and anti-realism in science. Contains 42 references. (DDR)