Radical constructivism in science education
| dc.contributor | Graduate Program in Philosophy. | |
| dc.contributor.advisor | Irzık, Gürol. | |
| dc.contributor.author | Muğaloğlu, Ebru Zeynep Aktürk. | |
| dc.date.accessioned | 2023-03-16T11:54:54Z | |
| dc.date.available | 2023-03-16T11:54:54Z | |
| dc.date.issued | 2001. | |
| dc.description.abstract | Radical constructivism is a popular version of constructivism. It is introduced as an unconventional approach to knowing and learning by its leading representative Ernest von Glasersfeld. In my thesis, first, I present von Glasersfeld's conception of knowledge in general and scientific knowledge in particular and their implications for science education. Then, I critically examine the radical constructivist theory in the light of the following questions: 1. Does radical constructivism present a valid theory of knowledge and scientific knowledge? 2. Can radical constructivism fulfill the main aims of science education as a theory of learning and teaching? Finally, I conclude that radical constructivism is not only a poor substitute for traditional epistemology but also fails to meet the main obj ecti ves of science education as a theory of learning and teaching. | |
| dc.format.extent | 30 cm. | |
| dc.format.pages | viii, 72 leaves; | |
| dc.identifier.other | PHIL 2001 M83 | |
| dc.identifier.uri | https://digitalarchive.library.bogazici.edu.tr/handle/123456789/16116 | |
| dc.publisher | Thesis (M.A.)- Bogazici University. Institute of Social Sciences, 2001. | |
| dc.relation | Includes appendices. | |
| dc.relation | Includes appendices. | |
| dc.subject.lcsh | Science teachers -- Training of. | |
| dc.subject.lcsh | Constructivism (Philosophy) | |
| dc.title | Radical constructivism in science education |
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