NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ924908
Record Type: Journal
Publication Date: 2006-Feb
Pages: 30
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-0926-7220
A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science
Kruckeberg, Robert
Science & Education, v15 n1 p1-30 Feb 2006
This paper investigates a Deweyan interpretation of constructivism as a means of developing a rationale for teaching science. The paper provides a review of constructivism from recent science education literature, along with some relevant criticisms. The paper then presents an interpretation of Dewey's formulation of the role of knowing and scientific concepts as tools for integrating and transforming experience, based primarily on "Experience and Nature" and "The Quest for Certainty", arguing that a Deweyan version of constructivism improves upon recent cognitivist versions of constructivism, while providing a general justification for why ideas in science are worth teaching and learning.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A