Exploring Student Learning From a Constructivist Perspective in Diverse Educational Contexts

Abstract

This paper discusses the nature of different types of research that can contribute to our understanding of learners’ ideas and learning in science topics. The paper considers the limitations of
different types of research, and the expectations placed on researchers in carrying out their studies. A distinction is made between the standards expected of work that offers new empirical findings, and the higher expectations for theoretical novelty when looking to publish studies in international research journals. The importance of studying learners’ ideas in different educational contexts is
considered, and it is suggested that being able to relate research findings to specific features of the cultural or educational context may increase the theoretical importance of research reports. The
general principles discussed are illustrated in terms of a discussion of the author’s own research.