Advertisement

Science & Education

, Volume 15, Issue 1, pp 1–30 | Cite as

A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science

  • Robert Kruckeberg
Article

Abstract

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.

Keywords

Science Education Scientific Concept Education Literature Relevant Criticism Cognitivist Version 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Aristotle: 1996, Physics. Trans. Waterfield, R. Oxford University Press, Oxford.Google Scholar
  2. Bachelard, G.: 1934, The New Scientific Spirit. Trans. Arthur Goldhammer, Beacon Press, Boston.Google Scholar
  3. Bachelard, G.: 1940, The Philosophy of No. Trans. G.P. Waterston, Grossman Publishers, New York.Google Scholar
  4. Bernstein, R. 1983Beyond Objectivity and Relativism: Science, Hermeneutics, and PraxisUniversity of Pennsylvania PressPhiladelphiaGoogle Scholar
  5. Bodner, G. 1986‘Constructivism: A Theory of Knowledge’Journal of Chemical Education63873877Google Scholar
  6. Boisvert, R. 1988Dewey’s MetaphysicsFordham University PressNew YorkGoogle Scholar
  7. Buchwald, J. eds. 1995Scientific Practice: Theories and Stories of Doing PhysicsUniversity of Chicago PressChicagoGoogle Scholar
  8. Cobb, P. 1995‘Continuing the Conversation: A Response to Smith’Educational Researcher242527Google Scholar
  9. Dewey, J. 1902The School and Society & The Child and the CurriculumUniversity of Chicago PressChicagoGoogle Scholar
  10. Dewey, J. 1910How We ThinkPrometheus BooksBuffaloGoogle Scholar
  11. Dewey, J: 1915, ‘The Subject-Matter of Metaphysical Inquiry’, in Morgenbesser, S. (ed.): 1977, Dewey and His Critics: Essays from the Journal of Philosophy, Journal of Philosophy, New York.Google Scholar
  12. Dewey, J. 1916Democracy and EducationThe Free PressNew YorkGoogle Scholar
  13. Dewey J. (1920). ‘Reconstruction in Philosophy and Essays’. In: Boydston J. (ed). John Dewey: The Middle Works, 1899–1924, Vol. 12, Southern Illinois University Press, Edwardsville.Google Scholar
  14. Dewey, J.: 1922, ‘Human Nature and Conduct’, in Boydston, J. (ed.), John Dewey: The Middle Works, 1899–1924, Vol. 14, Southern Illinois University Press, Edwardsville.Google Scholar
  15. Dewey, J. 1925Experience and NatureDover PublicationsNew YorkGoogle Scholar
  16. Dewey, J. 1927The Public and its ProblemsOhio University PressAthensGoogle Scholar
  17. Dewey, J. 1929Individualism Old and NewPrometheus BooksNew YorkGoogle Scholar
  18. Dewey, J. 1929’The Quest for Certainty’Boydston, J. eds. John Dewey The Later Works, 1925-1953Southern Illinois University PressEdwardsvilleGoogle Scholar
  19. Dewey, J. 1934Art as ExperienceBerkley Publishing GroupNew YorkGoogle Scholar
  20. Driver, R., Leach, J., Mortimer, E., Scott, P. 1994‘Constructing Scientific Knowledge in the Classroom’Educational Researcher23512Google Scholar
  21. Driver, R., Scott, P. 1995‘Mind in Communication: A Response to Erick Smith’Educational Researcher242728Google Scholar
  22. Driver, R., Squires, A., Rusworth, P., Wood- Robinson, V. 1985Making Sense of Secondary ScienceRutledgeLondonGoogle Scholar
  23. Duchworth, E. 1996The Having of Wonderful IdeasTeachers College PressNew YorkGoogle Scholar
  24. Duff, B. 1990“Event” in Dewey’s Philosophy’Educational Theory4046370CrossRefGoogle Scholar
  25. Duschl, R. 1990Restructuring Science EducationTeachers College PressNew YorkGoogle Scholar
  26. Duschl, R., Ellenbogen, K., Holton, D. 1999‘Developmental and Educational Perspectives on Theory Change: To Have and Hold, or to Have and Hone?’Science and Education8525541Google Scholar
  27. Duschl, R., Gitomer, D.H. 1991‘Epistemological Perspectives on Conceptual Change: Implications for Educational Practice’Journal of Research in Science Teaching28839858Google Scholar
  28. Duschl, R., Hamilton, R. 1990‘Psychology and Epistemology: Match or Mismatch when Applied to Science Education?’International Journal of Science Education12230243Google Scholar
  29. Eisenhart, M., Finkel, E., Marion, S. 1996‘Creating the Conditions for Scientific Literacy: A Re-examination’American Educational Research Journal33261295Google Scholar
  30. Garrison, J. 1995‘Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism’American Educational Research Journal32716740Google Scholar
  31. Garrison, J. 1997‘An Alternative to von Glaserfeld’s Subjectivism in Science Education: Deweyan Social Constructivism’Science and Education6301312Google Scholar
  32. Good, R., Herron, D., Lawson, A. 1985‘The Domain of Science Education’Science Education69139141Google Scholar
  33. Hacking, I. 1983Representing and InterveningCambridge University PressCambridgeGoogle Scholar
  34. Harrison, A.G., Grayson, D.J., Treagust, D.F. 1998‘Investigating a Grade 11 Student’s Evolving Conceptions of Heat and Temperature’Journal of Research in Science Teaching365557Google Scholar
  35. Heidegger, M.: 1936, ‘Modern Science, Metaphysics, and Mathematics’, in Krell, D.F. (ed.):1976, Martin Heidegger: Basic Writings, Harper, San Francisco.Google Scholar
  36. Hewson, P., Lemberger, J. 1999‘Status and Subscribing: A Response to Schwitzgebel’Science and Education8507523Google Scholar
  37. Hodson, D. 1988‘Toward a Philosophically More Valid Science Curriculum’Journal of Research in Science Teaching721940Google Scholar
  38. Houser, N., Kloesel, C. 1992The Essential PeirceIndiana University PressBloomingtonVol. 1 (1867–1893)Google Scholar
  39. Kelly, G. 1997‘Research Traditions in Comparative Context: A Philosophical Challenge to Radical Constructivism’Science Education81355375Google Scholar
  40. Kliebard, H. 1987The Struggle for the American Curriculum: 1893–1958RoutledgeNew YorkGoogle Scholar
  41. Kuhn, T. 1962The Structure of Scientific RevolutionsUniversity of Chicago PressChicagoGoogle Scholar
  42. Longbottom, J.E., Butler, P.H. 1999‘Why Teach Science? Setting Rational Goals for Science Education’Science Education83473492CrossRefGoogle Scholar
  43. Loving, C. 1997‘From the Summit of Truth to Its Slipper Slopes: Science Education’s Journey Through Positivist-Postmodern Territory’American Educational Research Journal34421452Google Scholar
  44. Matthews, M. 1994Science Teaching: The Role of History and Philosophy of ScienceRutledgeNew YorkGoogle Scholar
  45. McDermott, J eds. 1973The Philosophy of John DeweyUniversity of Chicago PressChicagoGoogle Scholar
  46. Novak, J. 1977A Theory of EducationCornell University PressIthacaGoogle Scholar
  47. Ogborne, J. 1995‘Recovering Reality’Studies in Science Education25338Google Scholar
  48. Ohlsson, S. 1999‘Theoretical Commitment and Implicit Knowledge: Why Anomalies do not Trigger Learning’Science and Education8559574Google Scholar
  49. Osborne, J. 1996‘Beyond Constructivism’Journal of Research in Science Teaching805382Google Scholar
  50. Osborne, R., Freyberg, P. 1985Learning in ScienceHeinemann EducationAuklundGoogle Scholar
  51. Otte, M. 1998‘Limits of Constructivism: Kant, Piaget, and Peirce’Science and Education7425450CrossRefGoogle Scholar
  52. Phillips, D.C. 1995‘The Good, the Bad, and the Ugly: The Many Faces of Constructivism’Educational Researcher24512Google Scholar
  53. Phillips, D.C. eds. 2000Constructivism in EducationNational Society for the Study of EducationChicagoGoogle Scholar
  54. Piaget, J. 1970Genetic EpistemologyColumbia University PressNew YorkTrans. E. DuckworthGoogle Scholar
  55. Piaget, J., Garcia, R. 1983Psychogenesis and the History of ScienceColumbia University PressNew YorkGoogle Scholar
  56. Pickering, A. 1995‘Beyond Constraint: The Temporality of Practice and the Historicity of Knowledge’Buchwald, J. eds. Scientific Practice: Theories and Stories of Doing PhysicsUniversity of Chicago PressChicagoGoogle Scholar
  57. Pines, L.A., West, L.H. 1985‘Conceptual Undertanding and Science Learning: An Interpretation of Research within a Sources-of-Knowledge Framework’Science Education70583604Google Scholar
  58. Posner, G., Strike, K., Hewson, P., Gertzog, W. 1982‘Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change’Science Education66211227Google Scholar
  59. Prawat, R.S. 1995‘Misreading Dewey: Reform, Projects, and the Language Game’Educational Researcher241322Google Scholar
  60. Reif, F., Larkin, J. 1991‘Cognition in Scientific and Everyday Domains: Comparison and Learning Implications’Journal of Research in Science Teaching28733760Google Scholar
  61. Rorty, R. 1977Philosophy and the Mirror of NaturePrinceton University PressPrincetonGoogle Scholar
  62. Rorty, R. 1983Consequences of PragmatismUniversity of Minnesota PressMinneapolisGoogle Scholar
  63. Rorty, R. 1991Objectivity, Relativism, and TruthCambridge University PressNew YorkGoogle Scholar
  64. Schwitzgebel, E. 1999‘Children’s Theories and the Drive to Explain’Science and Education8451455Google Scholar
  65. Smith, E. 1995‘Where is the Mind? Knowing and Knowledge in Cobb’s Constructivist and Sociocultural Perspectives’Educational Researcher242324Google Scholar
  66. Staver, J. 1998‘Constructivism: Sound theory for Explicating the Practice of Science and Science Teaching’Journal of Research in Science Teaching35501520CrossRefGoogle Scholar
  67. Stenhouse, D. 1986‘Conceptual Change in Science Education: Paradigms and Language Games’Science Education70413425Google Scholar
  68. Strike, K., Posner, G. 1992‘A Revisionist Theory of Conceptual Change’Duschl, R.Hamilton, R. eds. Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice.State University of New York PressAlbanyGoogle Scholar
  69. Tiles, M. 1983Bachelard: Science and ObjectivityCambridge University PressCambridgeGoogle Scholar
  70. Toulmin, S. 1972Human UnderstandingPrinceton University PressPrincetonGoogle Scholar
  71. Glaserfeld, E. 1990‘An Exposition of Constructivism: Why Some Like it Radical’Davis, R.Maher, C.Noddings, N. eds. Constructivist Views on the Teaching and Learning of Mathematics.National Council of Teachers of MathematicsRestonGoogle Scholar
  72. Glaserfeld, E. 1995Radical ConstructivismThe Falmer PressLondonGoogle Scholar
  73. Vygotsky, L. 1962Thought and LanguageMIT PressCambridgeGoogle Scholar
  74. Waks, L.J. 1998‘Experimentalism and the Flow of Experience’Educational Theory48119CrossRefGoogle Scholar
  75. Wheatley, G. 1991‘Constructivist Perspectives on Science and Mathematics Learning’Science Education75921Google Scholar
  76. Wolpert, L. 1992The Unnatural Nature of ScienceFaber & FaberLondonGoogle Scholar

Copyright information

© Springer 2006

Authors and Affiliations

  1. 1.Science Department, High School for Math, Science, and EngineeringThe City CollegeNew YorkUSA

Personalised recommendations