TRANSITIONS FROM OBJECTIVISM TO CONSTRUCTIVISM IN SCIENCE-EDUCATION

Using Thomas Kuhn's (1970) work as a basis to support change in guidin g epistemological paradigms, this article contrasts objectivism with c onstructivism. Three persistent problems in education, curriculum, eva luation and discipline, are presented and reconceptualized from a cons tructivist perspective. These problems will be illustrated using a sch ool-based research project that examines the processes teachers experi ence as they attempt to change from traditional objectivist teaching t o constructivist teaching. A model for change derived from this projec t includes six interrelated requisites of change: perturbation, awaren ess of a need to change, commitment to change, establishment of a visi on, projection of self into the vision and reflection.