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Constructivism In Science Education

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According to Kieth (2009) the public image of science education may be one of simply learning facts by rots, science education in recent history also generally concentrates on the teaching of science concepts and addressing is conceptions that learners may hold regarding science concepts or other content. Science education has been strongly influenced by constructivist thinking. Tabler (2011) stated that Constructivism in science education has been informed by an extensive research programme into student thinking and learning in science, and in particular exploring how teachers can facilitate conceptual change towards canonical scientific thinking. Constructivism emphasises the active role of the learner, and the significance of current knowledge …show more content…

(ii) To help and facilitate the learners to develop and understand the ways of knowing and the methods to gain the scientific knowledge. The students must be well versed and cognizant about the implicit and explicit methods and means that are aimed at forwarding the scientific concepts and principles. There are more reasons why science educators put more emphasis on scientific knowledge. a. Better conceptual framework of scientific knowledge and scientist’s reasoning and argumentation is helpful for learning the scientific content. b. Explicit understanding of the scientific concepts and principles is at the core of modern citizenry. The people have to learn the latest concepts in order to lead a successful …show more content…

Ketelhut (2010) investigated the relationship between interest in career and conceptual understanding and found the relationship positive. Similarly Johnstone (2000) recorded some unpleasant and depressing facts which showed that interest of learners in chemical education has been decreasing in spite of a number of promising schemes such as Chem. Study and Chemical Bond from USA; Nuffield and Salters from England, Science for the 70’s and Alternative Chemistry from Scotland, RicoDiC from France. Jonhstone (2000) also reported some problems in chemistry teaching. Johnstone (2000) stressed to minimize the gap in research and practice. He claimed that by using the modern research findings we can create and increase the interest of students in the learning of scientific concepts. Similarly the problem of interest in occupation can also be solved. It is suggested that the modern research findings might be used to the optimum level to improve classroom

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