Supports the assertion that constructivism is a sound theory that explains the practice of science and science pedagogy, and responds to critics of constructivism. Offers a constructivist account of some long-standing epistemological issues. Contains 40 references. (DDR)

Argues that the knowledge explosion in science promotes a perception that scientific knowledge is temporary and unreliable. Presents an ecological example that partially supports these conclusions. Contains 35 references. (DDR)