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Constructivist metaphors of learning science

journal contribution
posted on 2023-06-07, 19:38 authored by Jon Ogborn
Based on an analysis of a fundamental distinction between metaphors of finding versus making for the obtaining of new knowledge, a number of constructivist positions in education are discussed and criticised, taking account of earlier criticism particularly by Suchting and by Matthews. Constructivist claims which are denied include the claim that we have no direct access to the world, and the claim that communication is inherently meaningless. What is valuable in constructivism, namely the insistence on active learning, on respect for the pupils own thinking, and on the high priority needed for ideas taught to make sense to pupils, together with the reminder that science is a human product, is important to retain without its additional and ill-founded philosophical baggage.

History

Publication status

  • Published

Journal

Science and Education

ISSN

0926-7220

Publisher

Springer Verlag

Issue

1-2

Volume

6

Page range

121 - 133

ISBN

0926-7220

Department affiliated with

  • Education Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2012-02-06