The Characteristics and Structure of Robert Osborne's Theory of Constructivism in Science Education

The aim of the study is to outline and clarify Robert Osborne's Theory of constructivism in Science Education. It is hoped that an understanding of the theory can be achieved, as well as outline its future application within Japanese Science Education. This paper discusses the major tenets of the characteristics of Osborne's theory, focusing on two main points. One, the need to awaken in students, the necessity of learning; and two, urging teachers to reconsider their regimented approach to educating. This is followed by a more in depth structural analysis of these characteristics, which will outline the following points; - The awareness of "Children's science" and the cognition of transforming this awareness into creating a necessity for learning. - The need for teachers to reconsider their approach to fostering this cognitive strategy, - The understanding that the necessity of learning by students will depend on the "Teacher's science."