The DOI matches its Crossref record; 21 of the 21 references it cites were found in a registry or an index.
Constructing Scientific Knowledge in the Classroom
Abstract
The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of science as knowledge construction involving both individual and social processes. First, we present an overview of the nature of scientific knowledge. We then describe two major traditions in explaining the process of learning science: personal and social constructivism. Finally, we illustrate how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings.
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Citations
Cites
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Cited by
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Enhancing teaching through constructive alignment
Biggs, J. (1996) · Higher Education · doi:10.1007/bf00138871 · Cited by 4,084
Inquiry, modeling, and metacognition: making science accessible to all students
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Science education: Border crossing into the subculture of science
Aikenhead, G. S. (1996) · Studies in Science Education · doi:10.1080/03057269608560077 · Cited by 1,049
The process of problem‐based learning: what works and why
Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2011) · Medical Education · doi:10.1111/j.1365-2923.2011.04035.x · Cited by 855
Metadata
- Authors
- Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E.
- Affiliations
- University of Leeds (GB)
- All four share an interest in teaching and learning science, with particular emphasis on the development of conceptual understanding, and are members of the Children's Learning in Science Research Group.
- Universidade Federal de Minas Gerais (BR)
- ORCID
- Leach, John
- Venue
- Educational Researcher
- Published
- 1994-10
- Volume
- 23
- Issue
- 7
- Pages
- 5-12
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2112959653
- Cited by
- 2,016
- References
- 21
- Citations by year
- 2026: 55 · 2025: 47 · 2024: 39 · 2023: 33 · 2022: 57 · 2021: 62 · 2020: 67 · 2019: 73 · 2018: 85 · 2017: 71 · 2016: 92 · 2015: 87 · 2014: 96 · 2013: 84 · 2012: 96
- FWCI
- 183.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
- Keywords
- scientific knowledge, knowledge construction, social construction of knowledge, social constructivism, science learning, science education, classroom learning, nature of scientific knowledge
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
