Science Learning and Constructivism

This paper summarizes eight assertions of the constructivist epistemology by drawing many cases both from the history and philosophy of science, and from educational studies regarding students science learning. By integrating various forms of constructivism, these assertions discuss the theory-laden and conceptual change nature of scientific knowledge acquisition, and further illustrate how our knowledge should be viewed as an invented reality, which is also constructed through social negotiations and contextual impacts. The implications derived from these assertions for science curriculum and teaching are discussed. This paper finally suggests the importance of presenting the merits of the constructivist epistemology for science curriculum developers, science teachers and students.