BEYOND CONSTRUCTIVISM

This article offers a critique of constructivism in science education which is an attempt to define and identify not only the weaknesses, bu t the successes of constructivism. Its success has been to generate a significant body of empirical data which has contributed to our knowle dge and understanding of difficulties in the learning of science. That knowledge has also enabled the development of some innovative methodo logy for the pedagogy of science and a greater awareness of the learne r. However, as a theoretical referent, it suffers from a flawed instru mental epistemology which is a misrepresentation of the views and prac tice of science and scientists, Further it has confused the manner in which new knowledge is made with the manner in which old knowledge is learned, assuming that the two are one and the same thing. The result of these failings is that it offers no guidance on adjudication betwee n theories, the organization and sequencing of content within the scie nce curriculum and rejects any value for didacticism. The failure of c onstructivism to recognize its own limitations has lead to it enjoying a hegemony in the research community which is undeserved. Instead, it is proposed that an alternative of modest realism offers, not only a better representation of the practice of science, but additionally som e value in determining issues of pedagogy. (C) 1996 John Wiley & Sons, Inc.