Constructivismo radical, marco teórico de investigación y enseñanza de las ciencias

Abstract

The article on radical constructivism criticizes its claim of being an original paradigm as well as criticizing some contradictions and scarcely justified theoretical leaps, and some specific problems over previous ideas in teaching and theoretical frames in scientific research.

The critique underlines the controversial subject of empirical and experimental methods in learning and research and proposes a comparison between empiricism and radical constructivism axioms (with a suggested isomorphism between supposed opposing theories) as well as a tendency for both paradigms to slip towards epistemological realism. Also discussed are some aspects regarding research management and education (LOGSE).