Abstract:
Constructivism embodies a thesis about the way in which human societies have built up bodies of knowledge. This construction of knowledge is variously influenced by a range of factors including politics, ideologies, values and individual self interest. Constructivism can also be described as a set of views about how individuals learn. This has made it highly influential in various and current understandings of pedagogies.
Through the works of Dewey it is observed that, although simple in principle, constructivist learning theory is by no means simple to apply in instructional practice. Passive and uncritical acceptance by teachers of content driven curriculum documents leads to students being expected to acquire the 'right' knowledge. Monologue rather than dialogue dominate practices which fail to engender further thinking and active inquiry by both teacher and student and students resort to playing games to survive the experience.
In this paper I argue that whilst the rhetoric of science education practice in particular suggests that constructivist principles are at the forefront of educationalists thinking, it is not reflected in the reality of classroom practice. For this reason the educative value of pedagogies based on constructivism for science education and beyond must be questioned.
Through the works of Dewey it is observed that, although simple in principle, constructivist learning theory is by no means simple to apply in instructional practice. Passive and uncritical acceptance by teachers of content driven curriculum documents leads to students being expected to acquire the 'right' knowledge. Monologue rather than dialogue dominate practices which fail to engender further thinking and active inquiry by both teacher and student and students resort to playing games to survive the experience.
In this paper I argue that whilst the rhetoric of science education practice in particular suggests that constructivist principles are at the forefront of educationalists thinking, it is not reflected in the reality of classroom practice. For this reason the educative value of pedagogies based on constructivism for science education and beyond must be questioned.