Constructivism in Science Education: Moving on . . .
by Kenneth Tobin — 2000
The first part of this chapter provides a brief overview of changes that have occurred since the mid-1970s in terms of the foci of publications in the Journal of Research in Science Teaching at intervals of approximately five years. The second part of the chapter describes the manner in which I have applied theory in science education in a context of the local communities in which I participated. I describe the ways in which constructivism became an important framework in a context of changes in which I practiced science education and concomitant changes occurring within the science education community at large.
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