Peer reviewedERIC Number: EJ430558
Record Type: Journal
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: N/A
Available Date: N/A
Towards a Humanistic Constructivist Model of Science Learning: Changing Perspectives and Research Implications.
Cheung, K. C.; Taylor, Robert
Journal of Curriculum Studies, v23 n1 p21-40 Jan-Feb 1991
Reviews theoretical developments in science education and integrates them into a humanistic constructivist model of science learning. Applies this model to the new English national science curriculum. Explains the changing focus in science curriculum and pedagogy. Discusses theories of science learning in relation to the Education Reform Act (England/Wales). (NL)
Descriptors: Academic Achievement, Cognitive Development, Concept Teaching, Curriculum Design, Curriculum Development, Educational Assessment, Elementary Secondary Education, Foreign Countries, Higher Education, Humanistic Education, Instructional Improvement, Learning Activities, Learning Strategies, Science Education, Teaching Models
Publication Type: Journal Articles
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education Reform Act 1988 (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A
