{"title":"sts -建构主义改革:一些不和谐的音符","authors":"BG Nworgu, R. Yager","doi":"10.4314/AJESMS.V2I1.38584","DOIUrl":null,"url":null,"abstract":"It would appear that as many more voices join in the advocacy for STS constructivist Reform in science teaching/learning, more discordant notes are emitted. The purpose of the paper therefore, was to spotlight some of these discordant notes emitted in the course of the on-going reform advocacy. Specifically, three of such discordant notes bordering on focus, status, and initiation of the reform are identified. After a critical examination of the seemingly conflicting views on these issues, and drawing from relevant underlying theoretical constructs, more rational, realistic and sustainable viewpoints are synthesized. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 19-25","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2006-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The STS-constructivist reform: some discordant notes\",\"authors\":\"BG Nworgu, R. Yager\",\"doi\":\"10.4314/AJESMS.V2I1.38584\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"It would appear that as many more voices join in the advocacy for STS constructivist Reform in science teaching/learning, more discordant notes are emitted. The purpose of the paper therefore, was to spotlight some of these discordant notes emitted in the course of the on-going reform advocacy. Specifically, three of such discordant notes bordering on focus, status, and initiation of the reform are identified. After a critical examination of the seemingly conflicting views on these issues, and drawing from relevant underlying theoretical constructs, more rational, realistic and sustainable viewpoints are synthesized. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 19-25\",\"PeriodicalId\":210929,\"journal\":{\"name\":\"African Journal of Educational Studies in Mathematics and Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2006-11-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Educational Studies in Mathematics and Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4314/AJESMS.V2I1.38584\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Educational Studies in Mathematics and Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4314/AJESMS.V2I1.38584","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The STS-constructivist reform: some discordant notes
It would appear that as many more voices join in the advocacy for STS constructivist Reform in science teaching/learning, more discordant notes are emitted. The purpose of the paper therefore, was to spotlight some of these discordant notes emitted in the course of the on-going reform advocacy. Specifically, three of such discordant notes bordering on focus, status, and initiation of the reform are identified. After a critical examination of the seemingly conflicting views on these issues, and drawing from relevant underlying theoretical constructs, more rational, realistic and sustainable viewpoints are synthesized. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 19-25
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