Abstract:
Radical constructivism is a popular version of constructivism. It is introduced as an unconventional approach to knowing and learning by its leading representative Ernest von Glasersfeld. In my thesis, first, I present von Glasersfeld's conception of knowledge in general and scientific knowledge in particular and their implications for science education. Then, I critically examine the radical constructivist theory in the light of the following questions: 1. Does radical constructivism present a valid theory of knowledge and scientific knowledge? 2. Can radical constructivism fulfill the main aims of science education as a theory of learning and teaching? Finally, I conclude that radical constructivism is not only a poor substitute for traditional epistemology but also fails to meet the main obj ecti ves of science education as a theory of learning and teaching.
