Constructivism in environmental education beyond conceptual change theory

Robottom, Ian 2006, Constructivism in environmental education beyond conceptual change theory, in Reflective practice in teacher education : learning from case studies of environmental education, P. Lang, Bern, Switzerland, pp.335-348.

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Title Constructivism in environmental education beyond conceptual change theory
Author(s) Robottom, Ian
Title of book Reflective practice in teacher education : learning from case studies of environmental education
Editor(s) Kyburz-Graber, Regula
Hart, Paul
Posch, Peter
Robottom, Ian
Publication date 2006
Chapter number 14
Total chapters 15
Start page 335
End page 348
Total pages 14
Publisher P. Lang
Place of Publication Bern, Switzerland
Summary Constructivism, as a set of theories about how learners learn, has been an important discourse in the educational research literature for a number of years. Interestingly, it has been far more visible in science education research than in environmental education research. This article considers conceptual change theory within constructivism as a contested concept, outlines differing expressions of constructivism in science education and environmental education, and argues for approaches to environmental education that adopt socially constructivist perspectives with respect to the character of the subject matter content as well as to learners' apprehension of such content. In considering implications for research, this perspective is juxtaposed with a recent United States Education Act, which prescribes a far more objectivist approach to educational research and which serves as a reminder that research itself is a powerful factor in shaping how we construct the nature of subject matter, learning and the implications of these for teaching practice.
ISBN 3039108689
9783039108688
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design
HERDC Research category B2 Book chapter in non-commercially published book
Persistent URL http://hdl.handle.net/10536/DRO/DU:30010932

Document type: Book Chapter
Collections: School of Education
Higher Education Research Group
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