Constructivist Frameworks in Chemistry Education and the Problem of the 'Thumb in the Eye'

摘要

The vibrant controversy over constructivism is an important one in chemical education. One aspect of this arises from the presence of multiple meanings of constructivism, in particular when it is associated with philosophy of science or with pedagogy. Because constructivism has multiple meanings, it is possible to distinguish multiple positions, in which someone can be "for" or "against" either or both of "philosophical constructivism" and "pedagogical constructivism". This paper explores the consequences of having different positions available. Specific examples of individuals from the science and chemical educational community are examined to make the analysis more concrete. Clearer definition and a practice of respecting boundaries when writing and interpreting may lead to more productive work over time.