In the May 2003 issue of this Journal,Eric Scerri wrote a commentary on what he regards as a philosophical confusion in the work of constructivist chemical education researchers (1).Scerri further elaborated his arguments in a paper published in the Annals of the New York Academy of Sciences (2).This is an important issue that science educators should attend to because,as D.C.Phillips has noted,constructivism is today "arguably the dominant theoretical position in science and mathematics education" (3).
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