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4E pedagogy is being promoted in the target article by Videla, Veloz, and Pino. In my commentary, the nature of teaching and whether or not 4E cognition is radical constructivist are discussed. [ABSTRACT FROM AUTHOR]

What Murphy and Gash are attempting to do is to solve a significant problem some students have being successful in school, one that is not often addressed in any significant way. The language used to describe the lessons has some significant departures from radical constructivism. It is, no doubt, beneficial that the students in the study may have developed improvements in self-image, but, as seen in other work, the application of radical constructivism to develop and extend the work started in the study could result in more and more lasting improvements. [ABSTRACT FROM AUTHOR]

The article explores the influences of radical constructivism (RC) in education research and practices for developing teacher's teaching methods. It mentions the constructivist epistemology in the study of cognitive development and social justice in student's learning ability. It conclude the role of student's social interaction in student's cognitive and psychological development with RC.

For a little over 40 years, what we label now, physics education research, has been conducted. As a result, new themes in the research in physics learning and in physics education have emerged. Some of these themes are cognitivism, qualitative research, learning as construction of knowledge, epistemological underpinnings that are not realist, student understanding-driven pedagogies, and scholarship in fields outside physics. These themes have arisen in minds of our colleagues, who focus their attention on students' understandings of physical phenomena, instead of how well the students do on conventional tests. Physics education research shows that alternative pedagogies result in a wider range of students making much greater changes in their understanding of the phenomena than the conventional pedagogies, far beyond mere statistical significance. Yet, these themes are still just themes and not major changes in physics teaching as a whole enterprise. Since we know these pedagogies are better for our students and thereby for our culture, the challenge becomes one of how to overcome the hegemonic pressures pushing back toward the status quo. [ABSTRACT FROM AUTHOR]

Problem • What alternative strategies from our experiences using a Piaget-based radical constructivist pedagogy might have more and better results than the current practice of responding in debate form, each side trying to prove the other wrong? > M ethod • Use of Slezak's paper to illuminate the point that the central problem with the interpretation of RC generally used in such writing is that the authors seem not to be able to operate from the central tenet of RC, which is the opposite of that used in realism. Description of how this failure to use the central tenet of RC results in claims that RC is irrelevant to education and to definitions of good teaching. > R esults • A specific approach shown to be useful in facilitating the construction of new understanding in science is adapted in order to guide interaction between an RC and a realist, which can result in the realist understanding the RC point of view. > I mplications • Instead of debating with critics of RC, where each side is trying to prove the other side wrong, we need to change the interaction to one in which members of opposing sides attempt to understand the other's position. In this situation we are in a position to use a pedagogical strategy in which the realist examines her own fundamental assumption that we can know a mind-independent world, and considers the implications of a starting assumption that is exactly the opposite. [ABSTRACT FROM AUTHOR]

C ontext • In spite of its advantages and its ability to make valid responses to objections, radical constructivism is not mainstream. > Problem • Extolling the virtues of radical constructivism and responding logically to the objections does not work. We know this from the evidence of many attempts. Our theoretical stance, radical constructivism, also suggests this approach is not likely to have much influence on realists. We cannot transmit understanding in the signals with which we attempt to communicate. How can we in radical constructivism enable those outside of RC to understand our explanation of human knowing? > M ethod • Examine our understanding of radical constructivism itself, because it is an explanation of how, why and under what circumstances people change their understandings of their experiential worlds. > Results • We must find ways to direct the attention of others to situations that they cannot explain with their existing understanding of the world. Then we must create conditions conducive to their revising and testing new understandings for fit with the evidence of their experience. > I mplications • Since radical constructivism is a theory of human knowing, it tells us how humans develop knowledge, hence it is an answer to the questions central to this special issue. This answer is not one to be used to win in debates with realists. Radical constructivism gives us an answer to the problem of engaging realists in understanding our position, but strategies consistent with radical constructivism are not easily carried out. Developing and executing such strategies is the work at hand. [ABSTRACT FROM AUTHOR]

Methods of physics education research were applied to find what kinds of changes in 4th, 6th, and 8th grade student understanding of motion can occur and at what age. Such findings are necessary for the physics community to effectively discharge its role in advising and assisting pre-college physics education. Prior to and after instruction the students were asked to carefully describe several demonstrated accelerated motions. Most pre-instruction descriptions were of the direction of motion only. After instruction, many more of the students gave descriptions of the motion as continuously changing. Student responses to the diagnostic and to the activity materials revealed the presence of a third "snapshot" view of motion not discussed in the literature. The 4th and 6th grade students gave similar pre-instructional descriptions of the motion, but the 4th grade students did not exhibit the same degree of change in descriptions after instruction. Our findings suggest that students as early as 6th grade can develop changes in ideas about motion needed to construct Newtonian-like ideas about force. Students' conceptions about, motion change little under traditional physics instruction from these grade levels through college level. [ABSTRACT FROM AUTHOR]

The article presents the response of the author to the comments of Cronin, Charron, and Espinet to his article "Science Education in Elementary School: Some Observations." He cites that the article was intended to evoke thought and action to strengthen the enterprise of educating elementary school children in science, it was not intended to denigrate other aspects of science education. He also mentions that one of the basic point he was trying to make was to understand the intermediate understanding that should be brought to the students in any given instance of elementary science education instruction.

This article deals with general instructional strategies which can be used by physics teachers for the purpose of inducing conceptual change. Traditional physics instruction, embodied in the traditional physics textbook, presents a physicist's understanding of the world. Conceptions must be applied to problem situations and thus can only be identified by analyzing student responses. Changes in the knowledge state of a learner are often described in terms of assimilation and accommodations. A connection between student behaviors and conceptions is made via the words and phrases they use to describe physical situation and to explain their problem-solving actions.

Presents a letter to the editor about elementary science education.