Abstract
This paper attempts to provide some productive starting points for discussion in the context of science teaching. Embedded in the current practice of methodologies such as “messing about,” hands-on, minds-on activities, science-technology-society related approaches, and inquiry-based learning, is often a sense of confusion and frustration. Such current methodologies in elementary science teaching are founded on constructivist learning theory. This paper attempts to pinpoint possible ways in which this child-centered, interactive learning theory can lead to confusion for students and teachers alike. It attempts to distinguish the necessary criteria for successful science teaching from much of today's practice in the elementary school science class. It does not attempt to draw conclusions on the reasons behind some of the practices.
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Seatter, C.S. Constructivist Science Teaching: Intellectual and Strategic Teaching Acts. Interchange 34, 63–87 (2003). https://doi.org/10.1023/A:1024506417791
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DOI: https://doi.org/10.1023/A:1024506417791