This paper uses the Interpretation Construction Design Model proposed by Black and McClintock (1996) [An interpretation construction approach to constructivist design. In: Wilson, B. (Ed.), Constructivist Learning Environments. Educational Technology Publications, Englewood Cliffs, NJ] to illustrate constructivist science teaching. The author discusses eight principles for constructivist-oriented science instruction, including observations in authentic activities, interpretation construction, contextualizing prior knowledge, cognitive conflict, cognitive apprenticeship, collaboration, multiple interpretations, and multiple manifestations. This paper further discusses the possibility of applying these instructional principles to Internet-based science instruction, describing recent attempts in Taiwan.
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