Cognitive constructivism has strong empirical support and suggests new directions for science education, and must be distinguished from metaphysical constructivism¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Grandy argues that claims of cognitive constructivism need to be distinguished from those of metaphysical constructivism, and that cognitive constructivism has strong empirical support and suggests important new directions for science education. → Michael R. Matthews (ed.) 1998

Evidence¶

Michael R. Matthews (ed.) 1998¶

Michael R. Matthews (ed.). (1998). Constructivism in Science Education: A Philosophical Examination. Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-5032-3

q1 · i? · theoretical · r?

The preface summarizes Grandy's chapter 'Constructivism and Objectivity: Disentangling Metaphysics from Pedagogy'. This is the editor's attribution of Grandy's philosophical argument, not an empirical test reported here.

"He says that the claims of cognitive constructivism need to be distinguished from those of metaphysical constructivism, and that cognitive constructivism has strong empirical support and suggests important new directions for the conduct of science education"

Discussion¶

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