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ERIC Number: ED525159
Record Type: Non-Journal
Publication Date: 2011-Oct-19
Pages: 27
Abstractor: As Provided
Reference Count: 18
Radical versus Social Constructivism: Dilemma, Dialogue, and Defense
Belbase, Shashidhar
Online Submission
This paper aims to discuss epistemological and philosophical foundation of meaningful learning and teaching mathematics and science from the perspective of radical and social constructivism. I have reflected on my experiences of radical and social constructivism through dilemma, dialogue, and defense of my personal epistemology of learning. I went through articles of different authors which immensely put me into a dilemma as I tried to make connections to my experiences of learning and teaching mathematics and science. While doing this, I found myself in a great crevice of philosophical tensions between radical and social constructivism that lead into further dialogue between two selves, one as radical and other as social constructivist, and defended each epistemological/philosophical identities in terms of learning and teaching mathematics and science. (Contains 3 online resources.)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A