Literaturnachweis - Detailanzeige
| Autor/in | Bencze, John Lawrence |
|---|---|
| Titel | Democratic constructivist science education: enabling egalitarian literacy and self-actualization. |
| Quelle | In: Journal of curriculum studies, 32 (2000) 6, S. 847-865Infoseite zur Zeitschrift |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0272 |
| Schlagwörter | Vorstellung (Psy); Kanada; Curriculumentwicklung; Lerntheorie; Lehren; Erfahrungsorientiertes Lernen; Lehr-Lern-Forschung; Lehr-Lern-Forschung; Lerntheorie; Selbstständiges Lernen; Erfahrungsorientiertes Lernen; Lehren; Curriculumentwicklung; Conceptual Change; Konstruktivismus; Kanada |
| Abstract | Although pedagogical approaches drawing on constructivist learning theories often place students in environments that are to resemble professional knowledge-building communities, paradoxically, they also orchestrate students' re-constructions to harmonize with canons of Western science. Under the cover of social-constructivist epistemologies and Vygotskian pedagogies, students1 prior conceptions are denigrated, their experiences regulated, their investigations shepherded, and then-conclusions restricted. Such actions are undemocratic-citizens' literacy is confined to that narrowly defined by society's elite and, therefore, is not egalitarian. Students have few opportunities to become self-actualized-to develop in ways unique to their needs, interests, abilities and perspectives. After elaborating these concerns, I provide a framework for curriculum development that may help democratize science education. It is an approach that gives priority to personalization, inclusion, problematization, explicitness, apprenticeship, authenticity and freedom. (Abstract vom Verlag übernommen). |
| Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
| Update | 2002_(CD) |
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