Constructivism in Education: Opinions and Second Opinions on Controversial Issues

This yearbook contains essays that examine the construction of knowledge. The 10 articles, which are called "opinions," are divided into 5 sections, most of which examine the construction of scientific knowledge. An editor's introduction begins each section. Section 1, "Constructivism as an Epistemology and Philosophy of Education," contains two essays: "Constructing Constructivism, Epistemological and Pedagogical" (Kenneth Howe and Jason Berv) and "Seductive Illusions: Von Glasersfeld and Gergen on Epistemology and Education" (Luise McCarty and Thomas Schwandt). Section 2, "Social Constructivism," contains "A Critique of Radical Social Constructivism" (Peter Slezak) and "Reconsidering Social Constructivism: The Relevance of George Herbert Mead's Interactionism" (Eric Bredo). Section 3 focuses on constructivism in science and mathematics and includes "Appraising Constructivism in Science and Mathematics Education" (Michael Matthews) and "Making Believe: The Collective Construction of Public Mathematical Knowledge in the Elementary Classroom" (Deborah Ball and Hyman Bass). Section 4, "The Impact of Constructivism on Researchers," consists of "Constructivism in Science Education: Moving on ..." (Kenneth Tobin) and "Constructivism and Learning Research in Science Education" (Richard Gunstone). The last section, "Final Opinions," contains "The Changing Perspectives of Constructivism: Science Wars and Children's Creativity" (Joan Solomon); and "Moving Beyond the Impasse" (Nicholas Burbules). (Contains name and subject indices.)

This yearbook contains essays that examine the construction of knowledge. The 10 articles, which are called "opinions," are divided into 5 sections, most of which examine the construction of scientific knowledge. An editor's introduction begins each section. Section 1, "Constructivism as an Epistemology and Philosophy of Education," contains two essays: "Constructing Constructivism, Epistemological and Pedagogical" (Kenneth Howe and Jason Berv) and "Seductive Illusions: Von Glasersfeld and Gergen on Epistemology and Education" (Luise McCarty and Thomas Schwandt). Section 2, "Social Constructivism," contains "A Critique of Radical Social Constructivism" (Peter Slezak) and "Reconsidering Social Constructivism: The Relevance of George Herbert Mead's Interactionism" (Eric Bredo). Section 3 focuses on constructivism in science and mathematics and includes "Appraising Constructivism in Science and Mathematics Education" (Michael Matthews) and "Making Believe: The Collective Construction of Public Mathematical Knowledge in the Elementary Classroom" (Deborah Ball and Hyman Bass). Section 4, "The Impact of Constructivism on Researchers," consists of "Constructivism in Science Education: Moving on ..." (Kenneth Tobin) and "Constructivism and Learning Research in Science Education" (Richard Gunstone). The last section, "Final Opinions," contains "The Changing Perspectives of Constructivism: Science Wars and Children's Creativity" (Joan Solomon); and "Moving Beyond the Impasse" (Nicholas Burbules). (Contains name and subject indices.)