Titlebook: Constructivism in Science Education; A Philosophical Exam Michael R. Matthews Book 1998 Springer Science+Business Media Dordrecht 1998 cons

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Jürgen Hampel,Andreas Klinke,Ortwin Renne concepts, positions and arguments for the latter than is immediately available in the paper. Part II discusses the problem of intersubjectivity in constructivism. The general conclusions drawn from these sections is that the basic concepts and theses of constructivism are, mostly, at best very obs

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Robert Backhaus,Gerald Braun,Stefan Weiersply confused, should be devastated, if not silenced for ever. But the circumstances in the case at hand are not ordinary. W. A. Suchting calls his effort . and within the first six pages he provides an instructive example of his very own method of deconstruction. Though the traditional philosopher’s

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Analyse der Unternehmenspotenziale,c knowledge. This paper offers a critical examination of some of the basic claims of this branch of science studies and argues that social constructivists cannot explain some of the most characteristic features of the physical sciences. The implications of social constructivism for science education

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https://doi.org/10.1007/978-3-642-55893-1upon the rationale and practice of science teaching. It is maintained that if the claims of SSK are true then there are serious, and educationally and culturally deleterious, implications which follow. The two articles will argue that, fortunately, the claims of SSK for the external causation of sci