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Radical constructivism—von Glasersfeld

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dc.contributor.author Walsh, Gráinne
dc.date.accessioned 2020-11-25T09:54:29Z
dc.date.issued 2020
dc.identifier.isbn 978-3-030-4361
dc.identifier.uri http://hdl.handle.net/10344/9483
dc.description peer-reviewed en_US
dc.description The full text of this publication will not be available in ULIR until the embargo expires on the 09/09/2021
dc.description.abstract Radical constructivism was defined by von Glasersfeld as a theory of knowing that provides a pragmatic approach to questions about reality, truth, and human understanding. Radical constructivism draws heavily on Jean Piaget’s constructivism, but also on ideas about epistemology, or how we come to acquire knowledge, from British empiricism, Kant’s idealism, and Saussure’s structuralism, among others. Following Piaget, von Glasersfeld argued that we construct our concepts and our understanding of the world, developmentally. Knowledge is categorized by its viability in the domain of experience, rather than by the traditional philosophical position that it is constitutive of Truth, that is, that it corresponds to an objective reality. The two basic principles of radical constructivism are that knowledge is not passively received through the senses but is actively constructed by the cognizing subject, the learner, and that the function of cognition is organization of the experiential world rather than discovery of an independent reality. This chapter gives an overview of the theory underpinning radical constructivism and explores its implications for science education. It also examines critiques of radical constructivism, such as it neglects the social aspect of cognition and that it leads to an anti-realist stance on science teaching and learning. en_US
dc.language.iso eng en_US
dc.publisher Springer en_US
dc.relation.ispartofseries Science Education in Theory and Practice, Akpan B., Kennedy T.J. (eds);chapter 24
dc.relation.uri https://link.springer.com/chapter/10.1007/978-3-030-43620-9_24
dc.relation.uri https://doi.org/10.1007/978-3-030-43620-9_24
dc.rights The original publication is available at www.springerlink.com en_US
dc.subject radical constructivism en_US
dc.subject constructivism en_US
dc.subject active learning en_US
dc.subject learning progressions en_US
dc.title Radical constructivism—von Glasersfeld en_US
dc.type info:eu-repo/semantics/bookPart en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-11-25T09:41:28Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1007/978-3-030-43620-9_24
dc.date.embargoEndDate 2021-09-09
dc.embargo.terms 2021-09-09 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US
dc.internal.rssid 2976172
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Science Education in Theory and Practice: An Introductory Guide to Learning Theory
dc.description.status Peer reviewed


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