Learning in schools : a modelling approach

Loading...
Thumbnail Image
Date
2002-07
Authors
Keeves, John Philip
Journal Title
Journal ISSN
Volume Title
Publisher
Shannon Research Press
Rights
Rights Holder
Abstract
This article claims that constructivism is both incomplete and inadequate for the effective learning and teaching of mathematics and science at the upper secondary school level. The article briefly reviews the reforms that have occurred over the past 50 years on mathematics and science education from the perspectives provided by advances in knowledge on the physical and biological sciences, in developmental and cognitive psychology, in educational research and in the emerging field of neuroscience. It is argued that the finding from these many different fields of research must be brought together to advance learning through a modelling approach which requires that both individual and corporate knowledge must be tested not only for coherence, but also for adequacy against evidence obtained from the real world in which human beings are living and undertaking their inquiries. [Author abstract]
Description
Keywords
Constructivism (Learning), Secondary school mathematics, Secondary school science, Cognitive psychology
Citation
Keeves, John (2002) Learning in schools : a modelling approach. International Education Journal v.3 n.2