Building a Case for Sociocultural and Inquiry - Oriented View of Science Education

摘要

Much constructivist writing has ignored the affective and social aspects of learning, concen - trating instead on the rational appraisal of evidence involved in large scale cognitive change. This article identifies some of the social dimensions of learning and advocates a teaching Approach that is sensitive to the various barrier encountered by a diverse body of students Seeking to negotiate access into the subculture of school science.