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ERIC Number: ED340610
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Theoretical Bases of Science Education Research.
Good, Ronald; And Others
This symposium examines the science education research enterprise from multiple theoretical perspectives. The first paper, "Contextual Constructivism; The Impact of Culture on the Learning and Teaching of Science (William Cobern), focuses on broad issues of culture and how constructivism is affected by the context of culture. Culturally based beliefs of students and teachers are examined to determine the niche science finds in the cognitive and sociocultural milieu of students. This paper argues that the cultural foundation upon which science learning is built will provide direction for future constructivist research. The second paper, "Can Principles of Science Inform Instructional Decision Making?" (Richard Duschl) looks at conceptual change theory in terms of growth of knowledge frameworks from the history and philosophy of science tradition. This paper argues that educational researchers who seek to understand the dynamics of conceptual change have underrepresented the task and, therefore, the procedural knowledge involved. The third paper, "Anthropological Perspectives on Teaching and Learning" (Kenneth Tobin), is summarized briefly. The full paper presented an analysis of science teaching and learning from an anthropological view that incorporates semiotics. Myths, metaphors, beliefs, images, and personal epistemologies are important referents in the sense-making process and are used as a conceptual framework for analyzing teaching and learning. Implications are highlighted in the full paper for research, policy, teacher education, and classroom practice. The fourth paper, "Contextual Realism in Science and Science Education" (Ronald Good) is summarized. The paper's perspective is consistent with the current position in science education known as constructivism and combines a view of science known as contextual realism with a view of science learning that focuses on induction and prediction. The central question posed by this paper is how to help students achieve higher levels of understanding of the nature of science within the contexts commonly found in today's schools and communities, and what research is most likely to help in achieving this end. A symposium abstract and overview of the four papers introduce the collection. Two bibliographies provide 96 references. (KR)
Publication Type: Speeches/Meeting Papers; Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A