A case for critical constructivism and critical thinking in science education

被引：1
|
作者：
Watts M. [1 ]
Jofili Z. [2 ,3 ]
Bezerra R. [2 ]
机构：
[1] Departmento de Educacao, Universidade Federal Rural de Pernambuco, Campus Universitario Dois Irmaos, 52.171-030, Recife - PE
来源：
Research in Science Education | 1997年 / 27卷 / 2期
关键词：
Professional Development; Science Education; Critical Thinking; Conceptual Change; Critical Constructivism;
D O I：
10.1007/BF02461323
中图分类号：
学科分类号：
摘要：
While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident relating to the education and professional development of teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into "critical constructivism" through their own action research projects. Data is drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with scientific concepts with two classes of 11-15 and 18-25 year olds. The Brazilian setting for the course lends resonance to its international significance.
引用
收藏
页码：309 / 322
页数：13
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