Describes six divergent forms of constructivism in providing an overview of constructivist theory. Suggests a scheme for characterizing constructivist writing on the basis of its relative emphasis on personal versus social construction of knowledge, and objectivist versus relativist views of the nature of science. Contains 31 references. (DDR)

Argues that some forms of constructivism propose an epistemological idealism with a concomitant relativism, while other forms are explicitly opposed to such positions. Explains that all forms of constructivism are often presented as being relativistic. Contains 31 references. (DDR)

Examines central parts from the first two papers in this journal by Peter Slezak criticizing the "sociology of scientific knowledge". Considers some of the main philosophical issues raised by sociologists of science. Contains 87 references. (DDR)

Constructs the philosophical background and underpinnings of the Science Education Portfolio Instruction and Assessment (SEPIA) project. Explains that students must develop skills in order to participate in epistemic interchanges. They must also be provided opportunities and materials to develop those skills. Contains 29 references. (DDR)

Distinguishes between psychological constructivist and social constructivist groups. Explains the reasons for the growing acrimony in debates between the two groups. Discusses social constructivist accounts of the causes of belief in science. Contains 43 references. (DDR)

Discusses the various conflicting trends in mechanics education that have appeared over the past two decades, especially as related to conceptual change teaching and learning. Proposes the theory of schemata as a means to resolve the conflict that exists within the literature. Contains 82 references. (Author/WRM)

Argues that constructivist science education works with an unsatisfactory account of knowledge which affects both its account of the nature of science and of science education. Includes a brief survey of realism and anti-realism in science. Contains 42 references. (DDR)

Discusses and criticizes a number of constructivist positions in education that are based on distinctions between the metaphors of "finding" versus "making" for the obtaining of new knowledge. Discusses what is of value in constructivism and what is ill-founded baggage. Contains 25 references. (DDR)

Distinguishes educational constructivism, which has its origins in the theories of children's learning, from constructivism in the philosophy of science and from constructivism in the sociology of science. Notes the evolution of educational constructivism and identifies some theoretical problems concerning constructivist teaching of science…

Provides evidence that demonstrates the inadequacy of Piagetian constructivist theory in explaining the complexities of children's early learning. Outlines an alternative nativist theory of cognition and discusses the implications for science education. Contains 60 references. (DDR)

Provides references that relate mostly to educational constructivism and to articles that address epistemological and philosophical matters in science education. Topics include children's learning, cognitive development, curriculum development, classroom practices, and teacher education. Contains 109 references. (DDR)

Explores the promises that von Glasersfeld's constructivism holds for the reform of science and mathematics education. Argues that a powerful social epistemology is needed to serve as a referent for regenerating the culture of science education. Contains 48 references. (DDR)

Examines some of the misconceptions about the nature of critical thinking. Focuses on the characterization of critical thinking in terms of processes or skills and the separation of critical thinking and knowledge. Offers a different conception of critical thinking. (Contains 46 references.) (DDR)