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"Now This Is What Should Have Happened...": A Clash of Classroom Epistemologies?
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Allen, Michael – EURASIA Journal of Mathematics, Science & Technology Education, 2008
Current school science curricula attempt to reflect contemporary constructivist-provisionalist related epistemologies as accepted by professional science. It is argued that conversely, the effect of science education is the creation of pupils holding naive-realist epistemological beliefs, largely inductivist-positivist absolutists who chase an…
Descriptors: Constructivism (Learning), Science Education, Epistemology, Science Curriculum