Constructivism, relativism, and chemical education.
Whereas most scientists are highly critical of constructivism and relativism in the context of scientific knowledge acquisition, the dominant school of chemical education researchers appears to support a variety of such positions. By reference to the views of Herron, Spencer, and Bodner, I claim that these authors are philosophically confused, and that they are presenting a damaging and anti-scientific message to other unsuspecting educators. Part of the problem, as I argue, is a failure to distinguish between pedagogical constructivism regarding students' understanding of science, and constructivism about the way that scientific knowledge is acquired by expert scientists.
Scerri
Eric
E
Department of Chemistry and Biochemistry, University of California, Los Angeles 90095, USA. scerri@chem.ucla.edu