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ERIC Number: EJ829042
Record Type: Journal
Publication Date: 2006
Pages: 60
Abstractor: ERIC
Reference Count: 208
ISBN: N/A
ISSN: ISSN-0305-7267
Beyond Constructivism: The Progressive Research Programme into Learning Science
Taber, Keith S.
Studies in Science Education, v42 n1 p125-184 2006
In this paper, it is suggested that while there are a variety of frames or perspectives that guide research into learning science, a pre-paradigmatic field need not be a "free-for-all". Lakatos suggested that academic research fields were characterised by research programmes (RP), which offered heuristic guidance to researchers, and which sometimes, "but by no means always", led to a dominant RP having the status of a Kuhnian paradigm. It is argued in this review that Lakatos' approach is a useful way for identifying continuity in research traditions within a field such as science education. This review takes up a long-standing proposal (Gilbert & Swift, 1985) that research into learning in science that has been labelled as "constructivism in science education" or the "alternative conceptions movement", could be understood as a Lakatosian RP. The key purpose of the present review is to evaluate what has been achieved within the RP, and to highlight fruitful avenues for further research. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A