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Peer reviewed Peer reviewed
ERIC Number: EJ453547
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Rethinking Science Education: Beyond Piagetian Constructivism toward a Sociocultural Model of Teaching and Learning.
O'Loughlin, Michael
Journal of Research in Science Teaching, v29 n8 p791-820 Oct 1992
Author argues that constructivism is flawed because of its inability to come to grips with the essential issues of culture, power, and discourse in the classroom. Presents an account of a sociocultural approach to teaching based on the notions that learning is situated in contexts, students have their own cultural perspectives, and classroom discourse is important in science education. (Author/PR)
Descriptors: Cultural Influences, Educational Strategies, Elementary Secondary Education, Learning Theories, Piagetian Theory, Science Curriculum, Science Education, Social Influences
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Constructivism
Note: Special Issue: Science Curriculum Reform.