…and Spiders are not Insects

dc.creatorHerbert, Susan
dc.date.accessioned2011-01-25T15:12:49Z
dc.date.accessioned2019-08-05T18:21:20Z
dc.date.available2011-01-25T15:12:49Z
dc.date.available2019-08-05T18:21:20Z
dc.date.created2011-01-25T15:12:49Z
dc.date.issued2003-06
dc.identifierhttp://hdl.handle.net/2139/8698
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3020014
dc.description.abstractThis article uses a personal experience to illustrate the resilience of students' prior concepts in science education. It suggests that teachers who embrace constructivism as a philosophy of knowledge should continue to elicit students' prior understandings, but also try to help them to become aware of, and understand, the different constructed understandings of phenomena they encounter by deliberately confronting their prior knowledge
dc.languageen
dc.publisherDaily Express
dc.subjectConstructivism
dc.subjectLearning processes
dc.subjectScience education
dc.subjectTeaching methods
dc.title…and Spiders are not Insects
dc.typeArticle


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