Progressing science education constructing the scientific research programme into the contingent nature of learning science
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Springer Netherland
2009
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| Schriftenreihe: | Science & Technology Education Library
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| 100 | 1 | |a Taber, Keith S. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Progressing science education |b constructing the scientific research programme into the contingent nature of learning science |c Keith S. Taber |
| 264 | 1 | |a Dordrecht [u.a.] |b Springer Netherland |c 2009 | |
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| 336 | |b txt |2 rdacontent | ||
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| 490 | 1 | |a Science & Technology Education Library |v 37 | |
| 650 | 4 | |a Naturwissenschaft | |
| 650 | 4 | |a Constructivism (Education) | |
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Datensatz im Suchindex
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| _version_ | 1823054432416301056 |
| adam_text | Titel: Progressing science education
Autor: Taber, Keith
Jahr: 2009
Contents
Introduction: The Scientific Research Programme into Learning Science.... 1
1 Science Education As a Research Field Within
a Domain of Enquiry................................................................................. 7
1.1 A Research Topic: Learning Science.................................................. 7
1.1.1 The Construction Metaphor for Learning............................... 8
1.2 Sharing Meanings for Key Terms....................................................... 9
1.2.1 Learning as a Potential for New Behaviour............................ 10
1.2.2 Knowledge as a Label for What Is Currently
Considered to Be So............................................................... 11
1.2.3 Beliefs, Ideas and Conceptions............................................... 12
1.2.4 Thinking and the Mind........................................................... 15
1.3 Locating the Research Topic in a Field of Study ............................. 16
1.3.1 The Wider Domain of Enquiry............................................... 17
1.3.2 The Relationship of Topic and Field....................................... 17
1.3.3 Progressing Science Education?............................................. 19
1.4 The Domain of Enquiry - Background to the Field........................... 19
1.4.1 Public and Personal Knowledge............................................. 20
1.5 Philosophical Views on Learning....................................................... 21
1.5.1 Dewey s Pragmatic View of Knowledge................................ 22
1.5.2 Glasersfeld s Radical Constructivism..................................... 23
1.6 Influences from Psychological Studies of Development.................... 24
1.6.1 Piaget s Construction of the Child s World............................ 25
1.6.2 Vygotsky and Scaffolded Construction of Our Worlds.......... 28
1.6.3 Kelly s Personal Constructs of the World............................... 31
1.6.4 Perry s Model of Intellectual Development............................ 33
1.7 Studies of Cognition........................................................................... 34
1.7.1 Introspection and Behaviourism............................................. 34
1.7.2 Gestalt Theorists..................................................................... 35
1.7.3 Learning Through Metaphor................................................... 36
1.7.4 Information Processing Models.............................................. 37
1.8 Structure of Mind................................................................................ 39
1.8.1 General Processing Models.................................................... 39
,¡ii Contents
1.8.2 Modular Minds................................................................... 40
1.8.3 Representational Redescription in Cognitive
Development....................................................................... 40
1.8.4 Mental Models and Representation.................................... 41
1.8.5 Metacognition..................................................................... 42
1.9 Approaches to Instruction and Pedagogy......................................... 43
1.9.1 Gagné and the Conditions of Learning............................... 43
1.9.2 Ausubel............................................................................... 44
1.9.3 Bruner................................................................................. 44
1.10 The Field: Research in Science Education........................................ 46
1.10.1 Curriculum Development.................................................... 46
1.10.2 The Piagetian Research Programme
in Science Education........................................................... 46
1.10.3 Dissatisfaction with the Piagetian Perspective................... 48
1.10.4 Constructivism in Science Education................................. 49
2 Scientific Research in Education.......................................................... 51
2.1 The Notion of Educational Science.................................................. 51
2.1.1 Why Do We Need to Put a Boundary Around Science?..... 52
2.2 A Post-Positivist View of Science..................................................... 53
2.2.1 Positivism and Objective Knowledge................................. 53
2.2.2 Popper s Three Worlds Model............................................ 55
2.2.3 Science, Realism and Objectivity....................................... 56
2.3 Scientific Method.............................................................................. 59
2.3.1 The Problem of Induction................................................... 59
2.3.2 The Problem with Deduction.............................................. 61
2.3.3 Another Problem with Refutations..................................... 62
2.3.4 The Complication of Instrumentation................................. 63
2.4 The Role of Theory in Scientific Research....................................... 65
2.4.1 Kuhn and Adherence to Theory.......................................... 65
2.5 Experimental and Naturalistic Research in Science......................... 67
2.5.1 Reductionism in Science and Relational Perspectives..... 68
2.5.2 Traditional Ecological Knowledge..................................... 68
2.5.3 A Post-Positivist Notion of Science
That Can Include Education............................................... 69
2.6 Research Paradigms in Education..................................................... 70
2.6.1 The Significance of Judgements About Choice of
Research Paradigm............................................................. 71
2.6.2 Positivist or Interpretivist.................................................... 72
2.6.3 Nomothetic or Idiographic.................................................. 74
2.6.4 Confirmatory or Discovery................................................. 75
2.6.5 Questioning the Dichotomy of Research Approaches
in Education........................................................................ 76
2.7 Scientific Research in Education...................................................... 77
2.7.1 A Post-Positivist Paradigm for Educational Research?...... 78
Contents ix
3 A Model of Science: Lakatos and Scientific
Research Programmes............................................................................. 79
3.1 Lakatos: An Alternative to Popper and Kuhn................................. 79
3.2 Paradigms As a Unit of Analysis in Science.................................. 81
3.2.1 Revolutionary Science and Normal Science..................... 81
3.2.2 The Notion of a Paradigm................................................. 82
3.2.3 Normal Science................................................................. 82
3.2.4 The Disciplinary Matrix.................................................... 83
3.2.5 Scientific Revolutions....................................................... 84
3.2.6 Gestalt-Shifts and Paradigm-Shifts................................... 84
3.2.7 Incommensurability of Paradigms.................................... 85
3.3 Criticisms of Kuhn s Model............................................................ 86
3.3.1 Relativism and Subjectivity.............................................. 87
3.3.2 The Myth of the Framework............................................. 88
3.3.3 Qualified Relativism.......................................................... 89
3.3.4 Progress and Non-Revolutions.......................................... 91
3.4 Parallels Between Science and Science Education?....................... 91
3.5 Lakatos and RP As Units of Analysis............................................. 92
3.6 The Key Features of a SRP............................................................. 93
3.6.1 The Hard Core and the Negative Heuristic....................... 94
3.6.2 The Protective Belt............................................................ 95
3.6.3 The Positive Heuristic of a RP.......................................... 96
3.6.4 Models As Part of the Protective Belt............................... 97
3.7 Refutation in RP.............................................................................. 98
3.7.1 Quarantine of Anomalies.................................................. 99
3.8 Evaluating RP................................................................................. 100
3.8.1 Progressive RP.................................................................. 100
3.8.2 Degenerate RP................................................................... 101
3.8.3 Competition Between RP.................................................. 101
3.9 Relating Paradigms, Programmes and Frameworks....................... 102
3.10 Scientific RPand the Social Sciences............................................. 103
3.10.1 The Significance of Demarcation...................................... 104
3.10.2 Normative Knowledge and RP.......................................... 106
3.10.3 Progressive and Scientific RP........................................... 106
3.10.4 RP in Science and Psuedoscience..................................... 108
3.11 The Origins of a RP........................................................................ 108
3.11.1 Nursing RP........................................................................ 109
3.12 Summary......................................................................................... 110
4 A Scientific Research Programme Within Science Education............. 111
4.1 Constructivism As a Research Orthodoxy in Science Education... Ill
4.1.1 Pupils, Paradigms and Alternative Frameworks?.............. 113
4.1.2 The Notion of Children s Science..................................... 114
4.1.3 Considering Pupils As Scientists...................................... 114
4.1.4 Students Conceptual Frameworks in Science.................. 115
Contents
4.1.5 Concepts, Misconceptions and Alternative Conceptions.. 115
4.1.6 Personal Constructivism.................................................... 116
4.1.7 Learning Science As a Generative Process....................... 116
4.1.8 Early Evidence of the Significance of Learners Ideas..... 117
4.2 The Alternative Conceptions Movement ...................................... 117
4.2.1 Major Projects: LiSP, CLiSP and SPACE......................... 118
4.2.2 Constructivism Becomes Widely Taken-for-Granted....... 118
4.3 Conceptualisations of the Research Programme............................. 119
4.3.1 Driver and Erickson Set Out Premises for a RP................ 120
4.3.2 Gilbert and Swift Suggest a Lakatosian Analysis............. 120
4.3.3 A Descriptive and Pre-Theoretical Movement?................ 121
4.3.4 A Recent Suggestion for the Hard Core of the RP............ 122
4.4 Characterising the Research Programme........................................ 122
4.4.1 A Model of the Hard Core................................................ 122
4.4.2 A Positive Heuristic for the RP......................................... 123
4.4.3 Building the Protective Belt of the RP.............................. 123
4.5 Knowledge Construction................................................................. 125
4.5.1 Learning Science Is an Active Process of
Constructing Personal Knowledge.................................... 125
4.6 The Transfer Model of Learning.................................................. 126
4.6.1 The Status of the Transfer Model...................................... 126
4.6.2 Objections to a Transfer Model of Coming
to Knowledge.................................................................... 128
4.6.3 Personal Knowledge and Personal Construction.............. 128
4.7 How Does Knowledge Construction (i.e. Learning) Take Place?... 130
4.8 Learners Scientific Ideas................................................................ 131
4.8.1 Learners Come to Science Learning with Existing
Ideas About Many Natural Phenomena............................ 131
4.8.2 What Ideas Do Learners Bring to Science Classes?......... 132
4.8.3 What Is the Nature of These Ideas?.................................. 133
4.9 Implications for Learning............................................................... 133
4.9.1 The Learners Existing Ideas Have Consequences
for the Learning of Science............................................... 134
4.9.2 How Do Learners Ideas Interact with Teaching?............. 135
4.10 Implications for Teaching............................................................... 136
4.10.1 It is Possible to Teach Science More Effectively
if Account Is Taken of the Learner s Existing Ideas......... 137
4.10.2 How Should Teachers Teach Science?.............................. 137
4.11 Learners Knowledge Structures..................................................... 138
4.11.1 Knowledge Is Represented in the Brain As a
Conceptual Structure......................................................... 139
4.11.2 How Is Knowledge Represented in the Brain?................. 140
4.12 Individual Differences..................................................................... 142
4.12.1 Learners Conceptual Structures Exhibit
Both Commonalities and Idiosyncratic Features.............. 143
Contents x¡
4.12.2 How Much Commonality Is There Between
Learners Ideas in Science?............................................... 143
4.13 Researchers Representations......................................................... 144
4.13.1 It Is Possible to Meaningfully Model Learners
Conceptual Structures....................................................... 144
4.13.2 What Are the Most Appropriate Models
and Representations?......................................................... 145
4.14 Applying the Model of the RP........................................................ 145
5 The Negative Heuristic and Criticisms of Constructivism
in Science Education................................................................................ 147
5.1 Constructivism As Culturally Imperialist Movement
That Is damaging to Many Traditional Cultures............................. 148
.1 Bowers s Version of Constructivism................................. 149
.2 Levels of Cognitive Development
and Ways of Knowing....................................................... 150
.3 An Absurd Assumption.................................................. 152
.4 Constructivism and Content in the Curriculum.............. 154
.5 Science Education Undermining Traditional
Knowledge Systems.......................................................... 155
5.1.6 Constructivism and TEK................................................... 158
5.2 The Philosophical Stance of the Constructivist Programme........... 160
5.2.1 Philosophical Commitments Informing Research............ 161
5.2.2 Constructivism As a Label for a Research Paradigm........ 163
5.2.3 Philosophical Critiques..................................................... 163
5.2.4 Relativist Leanings in Constructivist Writing in
Science Education............................................................. 164
5.2.5 Flavours of Constructivism............................................... 167
5.2.6 Glasersfeld s Radical Constructivism As an
Instrumentalist Perspective............................................... 169
5.2.7 Matthew s Criticisms of Radical Constructivism.............. 174
5.2.8 Scerri s Philosophical Confusion ................................... 176
5.2.9 Equating Constructivism with Ignorance.......................... 177
5.2.10 Teaching Science As a Consensual Body
of Knowledge.................................................................... 178
5.3 The Status of Theory in the RP....................................................... 183
5.3.1 Natural History and Science in the RP.............................. 183
5.3.2 Validity of Theoretical Constructs.................................... 184
5.3.3 Needless Constructivist Jargon......................................... 184
5.3.4 Confused Terminology...................................................... 185
5.3.5 Empirical Support for Theoretical Constructs.................. 190
5.4 The Social Constructivist Perspective............................................. 191
5.4.1 Criticisms of the RP.......................................................... 192
5.4.2 Different Flavours of Social Constructivism..................... 193
xii Contents
5.4.3 Acknowledgement of the Social Dimension......................... 197
5.4.4 Including Social Constructivism Within the RP................... 198
5.5 The Research-Practice Interface....................................................... 199
5.5.1 The Criticisms....................................................................... 199
5.5.2 The Research-Practice Debate.............................................. 200
5.5.3 Matthews Criticisms of Constructivist Learning
As Unguided Discovery........................................................ 201
5.5.4 Constructivist Approaches to Curriculum
Development and Instruction................................................ 202
5.5.5 The Adoption of the Constructivist Agenda
in Classrooms........................................................................ 206
5.6 Constructivism in Science Education As a Degenerate RP.............. 216
5.6.1 Constructivism As the Basis of a Progressive RP
in Science Education............................................................. 217
6 Building the Protective Belt of the Progressive
Research Programme.............................................................................. 219
6.1 Students Understanding Science....................................................... 221
6.1.1 Challenges of Exploring Student Thinking........................... 221
6.1.2 A Rational Reconstruction of the Literature
on Learners Ideas in Science............................................... 222
6.1.3 What Ideas Do Learners Bring to Science Classes?............ 222
6.1.4 What Is the Nature of the Ideas That Learners
Bring to Science Classes?..................................................... 226
6.1.5 Explaining Diverging Views of the Nature
of Learners Ideas.................................................................. 256
6.1.6 How Much Commonality Is There Between
Learners Ideas in Science?................................................... 257
6.2 Students Learning Science................................................................ 263
6.2.1 Levels of Analysis of Learning............................................. 263
6.2.2 How Does Knowledge Construction Take Place
in Learning Science?............................................................. 268
6.3 Teachers Teaching Science............................................................... 298
6.3.1 Teaching Within the Domain Boundary................................ 299
6.3.2 Finding Out Where the Learners Are.................................... 300
6.3.3 Using Knowledge of Students Conceptual Resources
to Inform the Teacher............................................................ 303
6.3.4 Making Existing Thinking Explicit to Allow
Exploration and Challenge.................................................... 305
6.3.5 Making the Unfamiliar Familiar........................................... 308
6.3.6 Learning by Analogy............................................................. 309
6.3.7 Scaffolding the Building of Shared Knowledge.................... 309
6.3.8 Teaching As Developing a Community of Practice
in the Classroom.................................................................... 311
Contents xiii
6.3.9 Consolidating New Learning.............................................. 311
6.3.10 Claims for Constructivist Teaching..................................... 312
6.3.11 Constructivist Teacher Education?...................................... 313
6.4 To What Extent Has the RP Addressed the Issues Set Out
in the Positive Heuristic?.................................................................. 314
6.4.1 What Ideas Do Learners Bring to Science Classes?.......... 314
6.4.2 What Is the Nature of These Ideas?.................................... 315
6.4.3 How Much Commonality Is There Between
Learners Ideas in Science?................................................. 317
6.4.4 How Is Knowledge Represented in the Brain?................... 317
6.4.5 What Are the Most Appropriate Models
and Representations?........................................................... 318
6.4.6 How Does Knowledge Construction (i.e. Learning)
Take Place?.......................................................................... 318
6.4.7 How Do Learners Ideas Interact with Teaching?............... 319
6.4.8 How Should Constructivist Teachers Teach Science?...... 320
6.4.9 A Progressive Research Programme................................... 323
7 The Positive Heuristic: Directions for Progressing the Field............... 325
7.1 What We Know Now........................................................................ 327
7.2 The Continuing Challenge for the RP............................................... 328
7.2.1 Post-positivist Approaches to Research:
Fitness for Purpose.............................................................. 328
7.3 Complexity: The Need to Study Individual Learners in Depth........ 330
7.3.1 Exploring Cognitive Structure............................................ 330
7.3.2 Techniques for Exploring Student Thinking and
Cognitive Structure............................................................. 332
7.3.3 The Development of Interview Methodology..................... 335
7.3.4 Analytical Approaches........................................................ 337
7.4 Generalisability: The Value of the Methodological Pendulum......... 337
7.4.1 Individual Differences - And Facilitating
Expert Thinking.................................................................. 339
7.5 Learning As a Process: The Need to Study Change......................... 339
7.5.1 The Timescale of Learning................................................. 340
7.5.2 Two Approaches to Studying Change in
Learners Ideas.................................................................... 341
7.5.3 The Nature of Cross-sectional Studies................................ 341
7.5.4 The Nature of Longitudinal Studies.................................... 342
7.5.5 Complementarity................................................................. 344
7.5.6 The Conceptual Ecology: The Need to Study Learning
in Its Mental Context........................................................... 345
7.6 Teaching As Facilitation of Learning: The Need to Study
Learning in Classroom Contexts...................................................... 345
7.6.1 Communities of Practice: The Need to Study
Learning in Its Social Context............................................. 346
xiv Contents
7.7 Natural Experiments: The Need to Compare Across
Educational Contexts........................................................................ 347
7.7.1 Surveying Populations in Diverse Educational Contexts..... 349
7.7.2 Sampling a Population.......................................................... 351
7.8 Bringing It All Together: A Progressive
Methodological Pendulum?.............................................................. 351
7.8.1 Testing Out Pedagogic Approaches...................................... 352
7.8.2 Interdisciplinary Research: Drawing upon Insights
from Cognate Areas.............................................................. 354
7.9 Constructivism, Contingency and the Progressive
Research Programme........................................................................ 355
Final Thoughts: Is There Really a RP, and Does It Matter?..................... 357
References....................................................................................................... 361
Name Index..................................................................................................... 385
Subject Index.................................................................................................. 391
|
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| author | Taber, Keith S. |
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| id | DE-604.BV035475426 |
| illustrated | Illustrated |
| indexdate | 2025-02-03T17:28:01Z |
| institution | BVB |
| isbn | 9789048124305 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-017395053 |
| oclc_num | 318878994 |
| open_access_boolean | |
| owner | DE-29 DE-19 DE-BY-UBM DE-91 DE-BY-TUM |
| owner_facet | DE-29 DE-19 DE-BY-UBM DE-91 DE-BY-TUM |
| physical | XIV, 399 S. graph. Darst. 235 mm x 155 mm |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Springer Netherland |
| record_format | marc |
| series | Science & Technology Education Library |
| series2 | Science & Technology Education Library |
| spellingShingle | Taber, Keith S. Progressing science education constructing the scientific research programme into the contingent nature of learning science Science & Technology Education Library Naturwissenschaft Constructivism (Education) Science Study and teaching Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4041425-5 (DE-588)4074166-7 |
| title | Progressing science education constructing the scientific research programme into the contingent nature of learning science |
| title_auth | Progressing science education constructing the scientific research programme into the contingent nature of learning science |
| title_exact_search | Progressing science education constructing the scientific research programme into the contingent nature of learning science |
| title_full | Progressing science education constructing the scientific research programme into the contingent nature of learning science Keith S. Taber |
| title_fullStr | Progressing science education constructing the scientific research programme into the contingent nature of learning science Keith S. Taber |
| title_full_unstemmed | Progressing science education constructing the scientific research programme into the contingent nature of learning science Keith S. Taber |
| title_short | Progressing science education |
| title_sort | progressing science education constructing the scientific research programme into the contingent nature of learning science |
| title_sub | constructing the scientific research programme into the contingent nature of learning science |
| topic | Naturwissenschaft Constructivism (Education) Science Study and teaching Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Naturwissenschaft Constructivism (Education) Science Study and teaching Naturwissenschaftlicher Unterricht Lernpsychologie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017395053&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV010179608 |
| work_keys_str_mv | AT taberkeiths progressingscienceeducationconstructingthescientificresearchprogrammeintothecontingentnatureoflearningscience |