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

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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.

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Authors and Affiliations

  1. Science Department, High School for Math, Science, and Engineering, The City College, 138th and Convent, New York, NY, 10031, USA

    Robert Kruckeberg

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  1. Robert Kruckeberg
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Correspondence to Robert Kruckeberg.

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Kruckeberg, R. A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science. Sci Educ 15, 1–30 (2006). https://doi.org/10.1007/s11191-004-4812-9

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