Teaching Science for Understanding

A Human Constructivist View

Edited By

  • Joel Mintzes, University of North Carolina, Wilmington, U.S.A.
  • James Wandersee, Louisiana State University, Baton Rouge, U.S.A.


  • Joseph Novak, Cornell University, Ithaca, New York, U.S.A.


Educational psychologists, cognitive psychologists, researchers and academics interested in the transfer of knowledge and instructional techniques.


Book information

  • Published: January 1998
  • ISBN: 978-0-12-498360-1

Table of Contents

Theoretical and Empirical Foundations of Human Constructivism:J.D. Novak, The Pursuit of a Dream: Education Can Be Improved.J.J. Mintzes and J.H. Wandersee, Reform and Innovation in Science Teaching: A Human Constructivist View.J.J. Mintzes and J.H. Wandersee, Research in Science Teaching and Learning: A Human Constructivist View.Theory-Driven Intervention Strategies:J.E. Trowbridge and J.H. Wandersee, Theory-Driven Graphic Organizers.R.F. Gunstone and I.J. Mitchell, Metacognition and Conceptual Change.J. Nussbaum, History and Philosophy of Science and the Preparation for Constructivist Teaching: The Case of Particle Theory.Z.R. Dagher, The Case for Analogies in Teaching Science for Understanding.R. Good and C. Berger, The Computer as a Powerful Tool for Understanding Science.M.W. Spitulnik, C. Zembal-Saul, and J.S. Krajcik, Using Hypermedia to Represent Emerging Student Understanding: Science Learners and Preservice Teachers.M.G. Jones and G. Carter, Small Groups and Shared Constructions.J.H. Wandersee and L.M. Roach, Interactive Historical Vignettes.E. Abrams, Talking and Doing Science: Important Elements in a Teaching-for-Understanding Approach.Epilogue: J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Epilogue: Meaningful Learning, Knowledge Restructuring, and Conceptual Change: On Ways of Teaching Science for Understanding.