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Cited by 2,016Science Education and PedagogyEducational Theory and Curriculum StudiesEvolution and Science Education

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

Driver, Rosalind, Asoko, Hilary, Leach, John, Scott, Philip, Mortimer, Eduardo·1994·Educational Researcher
DOI 10.3102/0013189x023007005
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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

Show all 21 references

Research works printed but not linked: 34

  1. Asoko H, 1993, In Proceedings of the Third International Seminar on Misconceptions in Science and Mathematics Education
  2. Bachelard G, 1968, The philosophy of no
  3. Brook A, 1989, Progression in science: The development of pupils' understanding of physical characteristics of air across the age range 5–16 years
  4. Bruner J, 1985, Culture, communication and cognition: Vygotskian perspectives, 21
  5. Carey S, 1985, Conceptual change in childhood
  6. Carmichael P, 1990, Research on students' conceptions in science: A bibliography
  7. Collins HM, 1985, Changing order
  8. Driver R, 1985, Children's ideas in science
  9. Duckworth E, 1987, “The having of wonderful ideas” and other essays on teaching and learning
  10. Edwards D, 1987, Common knowledge
  11. Eichinger D, 1991, Paper presented at the Annual Meeting of the American Educational Research Association
  12. Fensham P, 1994, The content of science
  13. Guesne E, 1985, Children's ideas in science, 10
  14. Gunstone R, 1985, Children's ideas in science, 85
  15. Hanson NR, 1958, Patterns of discovery
  16. Harré R, 1986, Varieties of realism
  17. Johnston K, 1990, A constructivist approach to the teaching of the particulate theory of matter: A report on a scheme in action
  18. Latour B, 1979, Laboratory life: The social construction of scientific facts
  19. Leach J, International Journal of Science Education
  20. Lemke J, 1990, Talking science
  21. Millar R, 1993, Working Paper 2 from the project “The development of understanding of the nature of science.”
  22. Mortimer EF, 1993, Proceedings of the Third International Seminar on Misconceptions in Science and Mathematics Education
  23. Osborne J, 1993, Proceedings of the Third International Seminar on Misconceptions in Science and Mathematics Education
  24. Osborne R, 1985, Learning in science: The implications of children's science
  25. Pfundt H, 1985, Bibliography: Students' alternative frameworks and science education
  26. Piaget J, 1937, La construction de réel chez l'enfant
  27. Piaget J, 1989, Psychogenesis and the history of science
  28. Rogoff B, 1984, Everyday cognition: Its development in social context
  29. Roseberry A, 1992, Approaches to scientific discourse: Findings from language minority classrooms (Working Paper No. 1–92)
  30. Scott P, 1993, Proceedings of the Third International Seminar on Misconceptions in Science and Mathematics Education
  31. Scott P, 1992, Research in physics learning: Theoretical issues and empirical studies, 310
  32. Scott P, 1994, The content of science
  33. 10.3102/00346543057001051 · doi:10.3102/00346543057001051 · Paper page
  34. West L, 1985, Cognitive structure and conceptual change

Cited by

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
Publisher
American Educational Research Association (AERA)
Published
1994-10
Volume
23
Issue
7
Pages
5-12
ISSN
  • 0013-189X (ISSN-L)
  • 1935-102X
DOI
10.3102/0013189x023007005
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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