Some individuals fail radically and either voluntarily give up teaching or are asked to do so . ... The constructivist education of constructivist educators Constructivism in education has itself become a kind of school knowledge in ...
Author: Marie Larochelle
Publisher: Cambridge University Press
An international collection dealing with the constructivist approach to education.
Constructivist views on the teaching and learning of mathematics (Monograph 4). Reston, VA: National Council of Teachers of Mathematics. Davydov, V. V. (1975). Logical and psychological problems of elementary mathematics as an academic ...
Author: Leslie P. Steffe
Unique in offering a multidisciplinary perspective on key issues of alternative epistemologies in education, this collection includes contributions from scholars in family therapy, epistemology, and mathematics, science, and language education. These respected researchers were brought together to develop the theme of constructivism as it applies to many diversified fields. This book examines key distinctions of various constructivist epistemologies, comparing and contrasting the various paradigms. Each section provides both keynote positions on a particular alternative paradigm as well as critical comments by respondents regarding that position. Several chapters also present a synthesis of the alternative epistemological perspectives.
Readings in Science Education for the Elementary School ( 2nd Edition ) . New York : The Macmillan Company ... An Introduction to Radical Constructivism . ... A Constructivist Approach to Teaching . in L.Steffe and J.Gale ( ed . ) .
Author: K. V. Sridevi
Publisher: Discovery Publishing House
Category: Constructivism (Education)
Study conducted at Demonstration Multipurpose School and Kendriya Vidyalaya situated in Mysore, Karnataka, India.
For many people, constructivist education may be a vital movement that falls on the “less and less” side in the face of school reform movements such as high-stakes testing. In an interview in 2016, I asked Duckworth whether she could ...
Author: David W. Kritt
This book contrasts authentic approaches to education with classroom practices based primarily on standards external to the individuals who are supposed to learn. While other books tend to promote either a desperate scramble for meeting standards or determined resistance to neoliberal reforms, this book fills that gap in ways that will inspire practitioners, prospective teachers, and teacher educators. Mandates pay only lip service to constructivist and social constructivist principles while thwarting the value of both students and teachers actively creating understandings. Authors in this book assert the central importance of a range of constructivist approaches to teaching, learning, and thinking, inviting careful reflection on the goals and values of education.
Practical obstacles of the implementation of constructivism in educational settings are analyzed and weighed against potential benefits. O'Rourke, Fitzpatrick and Hayes in Chapter II, “Beyond Constriction and Control: Constructivism in ...
Author: Payne, Carla R.
Publisher: IGI Global
"This volume is grounded in the thesis that information technology may offer the only viable avenue to the implementation of constructivist and progressive educational principles in higher education, and that the numerous efforts now under way to realize these principles deserve examination and evaluation"--Provided by publisher.
O'LOUGHLIN, M. (1993) Developing a Rationale for Emancipatory Knowledge Construction: Five Questions for Constructivists, Presented at the annual meeting of the American Educational Research Association, Atlanta, GA, April.
Author: Virginia Richardson
First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Matthews, M. R.: 1992a, Constructivism and Empiricism: An Incomplete Divorce', Research in Science Education 22, 299-307. Matthews, M. R.: 1992b, Constructivism and the Empiricist Legacy'. In M.K. Pearsall (ed.) ...
Author: Michael Matthews
Publisher: Springer Science & Business Media
Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.
This volume provides a needed elaboration of theories and potential applications of constructivism in science education.
Author: Kenneth G. Tobin
This volume provides a needed elaboration of theories and potential applications of constructivism in science education. Although the term "constructivism" is used widely, there has been a dearth of materials to guide science educators concerning the potential of constructivism to influence what is done in the field. In fact, there has been a tendency for constructivism to be viewed as a method that can be used in a classroom. This view tends to diminish the power of constructivism as a way of thinking about education, and in particular, about science education. The chapters in this book address the need to document the theoretical roots of constructivism and to describe how practitioners have applied constructivist oriented beliefs in the practice of K-12 teaching of science and mathematics, as well as teacher education. Not only does this book contain different theoretical perspectives on constructivism, but it also features a chapter that critiques constructivism as an epistemology. Specific topics covered include: * cooperative learning, * the negotiation of meaning, * problem centered learning, * social construction of knowledge, * science in culturally diverse settings, * curriculum planning and implementation, and * instructional technology. Issues associated with the preparation and enhancement of science teachers and the reform of science education are also explored.
Why is it necessary to provide opportunities for students to access the information Constructivism in several different ways? 3. What are some examples of the different Constructivism is an approach to teaching and learning that asserts ...
Author: David Jerner Martin
Publisher: Cengage Learning
Designed from the ground up with a constructivist framework, BUILDING TEACHERS: A CONSTRUCTIVIST APPROACH TO INTRODUCING EDUCATION, 2nd Edition helps future teachers create their own understanding of education. As the authors address the key topics generally covered in an introductory book, they encourage readers to develop their own understandings by connecting their prior knowledge, experiences, and biases with new experiences to which they will be exposed during the course. Highlights of the new edition include stronger standards integration and expanded material on diversity and technology. By interacting with the materials presented, rather than merely memorizing the book's content, readers learn what teaching is all about in an exploratory, inquiring, constructivist-based manner. In turn, they can help the children in their classrooms learn meaningfully. Available with InfoTrac Student Collections http://gocengage.com/infotrac. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.