The Constructivist Perspective and Teaching Integrated Science: Making Science Accessible to all Students

By Danuse Nezvalova.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The paradigm of the constructivism theory starts to infiltrate into the thinking process of science education and that is documented by increased publishing activity especially in Anglo-Saxon and Germanic literature. In the Czech pedagogical literature some works concerning this issue seem to appear concerning, but only in little number in the field of scientific education. The perception of cognition as a construct activity relates both to cognitive activity of a student and to a teacher of science subjects or researches in the Theory of Science Instruction (didactics). The fundamental resource is comprehension of scientific vision and students´ conception (preconceptions) as an equal sources for reconstruction the content structure. The goal of this article is to describe project, to present research and its results , which were done under this project. The project aims to develop constructivist approaches to the field of Physics, Chemistry and Biology instruction. One of the main outcomes is the model of integrated science (Physics, Chemistry and Biology) education at lower secondary schools.

Keywords: Science Education, Constructivism in Science Education, Pre-Conceptions, Integrated Science Teaching

The International Journal of Learning, Volume 14, Issue 6, pp.133-140. Article: Print (Spiral Bound). Article: Electronic (PDF File; 555.342KB).

Prof. Danuse Nezvalova

Professor, Department of Experimental Physics, Faculty of Science, Palacky University, Olomouc, Czech Republic


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