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  1. The radical constructivist view of science.Ernst von Glasersfeld - 2001 - Foundations of Science 6 (1-3):31-43.
    From the constructivist perspective, science cannot transcend thedomain of experience. Scientific theories are seen as models that helpto order and manage that domain. As the experiential field expands,models are replaced by others based on novel conceptual constructs. Thepaper suggests the substitution of viability or functional fit forthe notions of Truth and objective representation of anexperiencer-independent reality. This by-passes the sceptics'incontrovertible arguments against certain real-world knowledge andproposes the Piagetian conception of cognition as the function thatgenerates ways and means for dealing with (...)
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  • Cognition, Construction of Knowledge, and Teaching.Ernst von Glasersfeld - 1989 - Synthese 80 (1):121 - 140.
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism's cognitive (...)
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  • Physics develops unaffected by constructivism.Helmut Schwegler - 2001 - Foundations of Science 6 (4):241-253.
    The way physics and other parts of science work can be explained in the framework of radical constructivism. However, this constructivist view itself shows that a uniquily accepted epistemology, constructivism or any other, would not be an advantage for the developmentof science. Unlike physics some parts of science successfully use constructivist concepts inside their theories. Because this is the case particularly in learning theory, constructivist ideas can help to improve physics teaching.
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  • Cognition, construction of knowledge, and teaching.Ernst Glasersfeld - 1989 - Synthese 80 (1):121-140.
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism''s cognitive (...)
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  • Radical constructivism: a way of knowing and learning.Ernst von Glasersfeld - 1995 - Washington, D.C.: Falmer Press.
    Chapter Growing up Constructivist: Languages and Thoughtful People What is radical constructivism? It is an unconventional approach to the problems of ...
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  • Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...)
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  • Beyond constructivism.Jonathan F. Osborne - 1996 - Science Education 80 (1):53-82.
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