Discusses the debates surrounding multiculturalism both as a politics of recognition and as a proposed epistemic position in the context of science education. Concludes that there are no reasons for linking a multiculturalist approach to science education with a non-universalist approach to science. (Contains 21 references.) (DDR)

Distinguishes educational constructivism, which has its origins in the theories of children's learning, from constructivism in the philosophy of science and from constructivism in the sociology of science. Notes the evolution of educational constructivism and identifies some theoretical problems concerning constructivist teaching of science…

Provides evidence that demonstrates the inadequacy of Piagetian constructivist theory in explaining the complexities of children's early learning. Outlines an alternative nativist theory of cognition and discusses the implications for science education. Contains 60 references. (DDR)

Provides references that relate mostly to educational constructivism and to articles that address epistemological and philosophical matters in science education. Topics include children's learning, cognitive development, curriculum development, classroom practices, and teacher education. Contains 109 references. (DDR)

Explores the promises that von Glasersfeld's constructivism holds for the reform of science and mathematics education. Argues that a powerful social epistemology is needed to serve as a referent for regenerating the culture of science education. Contains 48 references. (DDR)

Discusses the inherent flaws in considering and using the epistemology of the natural sciences as equivalent to a pedagogic basis for teaching and learning in the natural sciences. Discusses the difference between practicing science and learning to practice science. Concludes with the presentation of three new motives for the use of laboratory…