Dr. Keith S. Taber
Publication:
Taber, K. S. (2009)
Progressing Science Education:
Constructing the scientific research programme into the contingent nature
of learning science.
Dordrecht: Springer.
Series: Science & Technology Education
Library, Vol. 37
On-line at:
http://www.springerlink.com/content/978-90-481-2430-5
About this book
Exploring one of the central themes in science education theory, this volume
examines how science education can be considered as a scientific activity
within a broad post-positivist notion of science.
Many students find learning science extremely problematic, whatever level
of education they have reached. At the end of the 1970s a new approach to
tackling learning difficulties in science was developed, drawing on ideas
from psychology and cognitive science, and centred on the way students build
up new knowledge in reference to their existing ideas. ‘Constructivism’ became
the dominant paradigm in science education research for two decades, spawning
a vast body of literature reporting aspects of learners’ ideas in different
science topics.
However, Constructivism came under fire as it was recognised that the research
did not offer immediate and simple prescriptions for effective science teaching.
The whole approach was widely criticised, in particular by those who saw
it as having ‘anti-science’ leanings.
In this book, the notion of scientific research programmes is used to understand
the development, limitations and potential of constructivism. It is shown
that constructivist work in science education fits into a coherent programme
exploring the contingencies of learning science. The author goes further
to address criticisms of constructivism; evaluate progress in the field;
and suggest directions for future research. It is concluded that constructivism
has provided the foundations for a progressive research programme that continues
to guide enquiry into learning and teaching science.