This convolution is increased when the third dimension is added. The third axis is "physical activity versus mental activity". My argument will be that by addressing science education from a constructivist approach, one may more accurately capture the nature of science than if a realist approach is used.
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This information, these inexorable discoveries and facts about the universe, once unearthed, can be taught to, or learned by, others in a way that will allow their being transferred without alteration of meaning. Though single atoms are too small For you to see or feel, There isnt any question that These particles are real.
Since "external reality is, ultimately, accessible to the human mind," it follows that those capable would perceive it in exactly the same way. Variations of Constructivism The term "constructivism" has been used so extensively by such a large number of people and for a wide variety of purposes that there is almost no consensus as to its actual meaning (Phillips, 1995). The good, the bad, and the ugly: The many faces of constructivism, Educational Researcher, 24(7), 5-12.
For purposes of this paper I will hold three of the more conventional constructivist components: Comparison of the Two Theories for Addressing the Nature of Science Let us now compare and contrast the two epistemologies in question with each of the five general components of the nature of science.
During this analysis, several natures of science components are considered at once.
Throughout recorded history, humans have created or invented explanations for observed natural phenomena.
In some cases this led to the invention of magical beliefs, myths, or religions (Campbell, 1988).
From an examination of articles, it appears that many if not most authors take a favorable view of a constructivist pedagogical approach. Philosophy and sociology of science: An introduction (2nd ed.).
Particularly in the discipline of science education, a constructivist-based instruction is frequently hailed as a great improvement over the didactic lecture, textbook reading (Osborne, 1996; Trotter, 1995; Gil-Perez & Carrascosa-Alis, 1994; Black & Ammon, 1992; Mechling, 1990; Elkind, 1989). Fact, law, and theory: Ways of thinking in science and literature, Journal of College Science Teaching, 18(4), 228-232, 288.
This reality can be discovered by any cognizant being with the capacity to understand it.
Reality and all knowledge of it is revealed to, not invented by, the observer.
As Yarusso (1992) states it, "The key (realist) position is that there is an external reality that is, ultimately, accessible to the human mind." Reality can be perceived objectively.