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  5. Άρθρα σε επιστημονικά περιοδικά ( Ανοικτά). ΧΗΜ
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Please use this identifier to cite or link to this item: https://olympias.lib.uoi.gr/jspui/handle/123456789/10202
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dc.contributor.authorNiaz, M.en
dc.contributor.authorAbd-El-Khalick, F.en
dc.contributor.authorBenarroch, A.en
dc.contributor.authorCardellini, L.en
dc.contributor.authorLaburΓΊ, C. E.en
dc.contributor.authorMarΓ­n, N.en
dc.contributor.authorMontes, L. A.en
dc.contributor.authorNola, R.en
dc.contributor.authorOrlik, Y.en
dc.contributor.authorScharmann, L. C.en
dc.contributor.authorTsai, C.-C.en
dc.contributor.authorTsaparlis, G.en
dc.date.accessioned2015-11-24T16:54:49Z-
dc.date.available2015-11-24T16:54:49Z-
dc.identifier.issn0926-7220-
dc.identifier.urihttps://olympias.lib.uoi.gr/jspui/handle/123456789/10202-
dc.rightsDefault Licence-
dc.titleConstructivism: Defense or a continual critical appraisal - A response to Gil-PΓ©rez et al.en
heal.typejournalArticle-
heal.type.enJournal articleen
heal.type.elΆρθρο Περιοδικούel
heal.identifier.primary10.1023/B:SCED.0000004555.57519.8f-
heal.identifier.secondaryhttp://link.springer.com/article/10.1023%2FB%3ASCED.0000004555.57519.8f-
heal.languageen-
heal.accesscampus-
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείαςel
heal.publicationDate2003-
heal.abstractThis commentary is a critical appraisal of Gil-PΓ©rez et al.'s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of `normal' science; (b) Authors fail to recognize the importance of von Glasersfeld's contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology has been ignored; and (d) Failure to recognize that the metaphor of the `student as a developing scientist' facilitates teaching strategies as students are confronted with alternative/rival/conflicting ideas. Finally, we have shown that constructivism in science education is going through a process of continual critical appraisals.en
heal.publisherKluwer Academic Publishersen
heal.journalNameScience & Educationen
heal.journalTypepeer reviewed-
heal.fullTextAvailabilityTRUE-
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