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1.
The real world on a short leash: The (mis) application of constructivism to the design of educational technology 总被引：2，自引：0，他引：2
Constructivism, or more precisely, a constructivist metatheory, presently prevails throughout professional education circles. Most educators easily accept constructivism's central premise that learners approach tasks with prior knowledge and expectations based on their knowledge of the world around them. Naturally, then, constructivist educational technologists have been guided by the implicit (and increasingly explicit) desire to create authentic environments for learning: environments that correspond to the real world. In this paper, I argue that technologists have tended to paper over the critical epistemological dimension of constructivism by preauthenticating learning environments: creating environments that are predetermined to reflect the real world even though constructivist theory contrindicates precisely this. I suggest that a rhetorical perspective on constructivism offers a way out of this bind and I propose some guidelines to assist developers of educational technologies in accommodating the essentially dialogic nature of teaching and learning.Many of the issues raised in this article are developed in his recent (1998) book entitledReality by Design: The Rhetoric and Technology of Authenticity in Education. 相似文献
2.
Peter G. Taylor 《Asia-Pacific Journal of Teacher Education》1995,23(2):207-216
This paper addresses the need to increase the coherence between educational theory and pedagogical practices at the level of initial, or preservice, teacher education. It provides a case study of pedagogical practices within the context of a third‐year unit/subject on the psychology of teaching and learning in a four‐year Bachelor‐of‐Education course. These practices were developed and implemented within the framework of a constructivist view of teaching and learning, a framework which was itself a central component of the theory base of the unit. The case study includes student responses to these practices. 相似文献
3.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice. 相似文献
4.
Maria Kordaki 《Education and Information Technologies》2004,9(3):239-253
This study focuses on the development of prospective computer engineers' knowledge of educational software design through their involvement in a constructivist learning environment emphasizing project based learning. Within this environment prospective computer engineers (PCE) adopted a variety of roles namely: learners, teachers, users, designers, implementers and evaluators of educational software dealing with concepts of computer science while also taking into account theoretical educational considerations regarding constructivism and social views of knowledge construction. The analysis of the data shows that PCE frequently start by considering traditional behavioristic views regarding teaching and learning as well as regarding the design of educational software. The PCE progressed to accept more constructivist views regarding teaching and learning as well as to designing educational software by communicating their knowledge with their colleagues and the teacher in the project based context. PCE also progressed through the evaluation of the educational software using real classrooms. By exploiting the given feedback, PCE improved the quality of software specifications. 相似文献
5.
Alfredo Bezzi 《科学教学研究杂志》1996,33(2):179-204
This article describes a case study of the social construction of knowledge when undergraduate students are engaged in collaborative analysis of repertory grids produced by themselves and their instructor. The research is based on the elicitation of students' private understanding and instructors' public knowledge with the use of the repertory grid. This technique is derived from Kelly's personal construct psychology (Kelly, 1955), a constructivist theory that emphasizes the idiosyncratic nature of meaning. The teaching experience that follows was conducted adopting the educational paradigm of self-organized learning, in which the principles of constructivism, conceptual change, personal construct psychology, public knowledge and private understanding, and social learning are integrated to some extent. Results indicate that the repertory grid technique is (a) an approach that motivates students to be responsible for their own learning; (b) one means to get students to communicate their understanding and make this understanding open for inspection and scrutiny; (c) a way to negotiate the meanings of the concepts under study; (d) a tool to match students' understanding with their instructor's knowledge; and (e) a way for students to structure their knowledge. © 1996 John Wiley & Sons, Inc. 相似文献
6.
Joanne Brownlee Barry Dart Gillian Boulton‐Lewis Andrea McCrindle 《Asia-Pacific Journal of Teacher Education》1998,26(2):107-120
Preservice teacher education students are likely to have acquired naive beliefs about learning and teaching, that need to be integrated with theoretically informed beliefs, if they are to function effectively in classrooms. This study explored the nature of such integration using a sample of Graduate Diploma in Education students engaged in an educational psychology subject which was designed to help students develop constructivist beliefs and approaches to learning. Investigation of students’ journal entries, written statements, and stimulated recall interviews related to videotaped practice teaching sessions, revealed that students were able to integrate prior beliefs with the theoretical content of the course, enabling them to describe, and in some cases, evidence informed conditional knowledge. 相似文献
7.
Jack Snowman 《Educational Psychology Review》1997,9(2):151-170
Teacher education students sometimes question the value of educational psychology courses even though educational psychology textbooks are primarily concerned with understanding and improving classroom teaching and learning. A survey of current educational psychology textbooks and instructors reveals that (a) most texts cover a wide variety of topics, (b) instructors rate most of these topics as important, (c) there are large variations in depth of coverage among texts, and (d) all texts contain numerous classroom applications. The questionable reputation of the educational psychology course may stem from its broad coverage. A dozen or more topics in one semester may decrease the probability that most students will achieve a solid grasp of any one topic, leaving students uncertain about the course's meaning and applicability. A proposed solution is to offer the introductory course as a two-semester sequence, with the second course offered as an elective. 相似文献
8.
Paul Adams 《Education 3-13》2013,41(3):243-257
In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary educational policy. However, recent publications and debates seemingly attempt to reorient discussion from performance to learning. In support, constructivism is often referenced as a contributor in this endeavour. However, constructivism is not a single unified theory either of knowledge or pedagogy. This article identifies one version of constructivist thinking, social constructivism, both in terms of its underlying epistemology (theory of knowledge) and related pedagogy. Contemporary educational theories are then outlined to demonstrate that many practical solutions and theoretical ideas now presented as ‘good learning and teaching’ have much in common with social constructivist thinking. Finally, the article concludes by identifying two issues that require further discussion and debate if pedagogy of a social constructivist nature is to be considered. 相似文献
9.
Charlene Tan 《Globalisation, Societies & Education》2017,15(2):238-247
This article critically discusses the constructivist ideas, assumptions and practices that undergird the current pedagogical reform in China. The pedagogical reform is part of a comprehensive curriculum reform that has been introduced across schools in Mainland China. Although the official documents did not specify the underpinning theories for the pedagogical reform, Chinese scholars and educators have identified constructivism as a dominant theory. The essay argues that the acceptance of constructivist views and logics has generated three key challenges for Chinese educators with respect to the content, teaching approach and assessment. The challenges are the concern that constructivism will undermine content mastery, the perceived incompatibility between constructivism and the traditional transmission approach, and the misalignment between constructivism and the prevailing assessment system in China. The example of China adds to the international body of literature on the attraction and borrowing of ‘modern’ educational theories and practices, and the tensions and difficulties engendered in the process. 相似文献
10.
Educational psychology courses should be the best taught courses on college campuses given that its instructors and textbook authors are resident experts in learning and teaching. More specifically, we contend that educational psychology courses should adhere to six principles. Educational psychology courses should: (a) be driven by teaching models, (b) integrate theory and practice, (c) provide opportunities to practice teaching skills, (d) present an integrated model for instructional planning, (e) prepare teachers to teach learning strategies, and (f) help students learn. We surveyed practicing teachers and analyzed current educational psychology texts and found that these principles are not upheld. We report on the principles, our findings, and how an educational psychology course that upholds these principles might be developed. 相似文献
11.
This paper presents findings from the large-scale study Literacy Teacher Educators: Their Backgrounds, Visions, and Practices that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist approach are presented. The six LTEs speak English as their mother tongue. Three aspects of constructivism are discussed: knowledge is constructed by learners; knowledge is experience based; and a strong class community is essential. They have adopted a constructivist approach because they conceptualised the teaching/learning process as a partnership. Constructivism is a flexible and fluid framework so individual LTEs can shape their work for their context and draw on their strengths; however, it is demanding because courses have to be somewhat organic in order to create space for discussion of issues as they arise. 相似文献
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13.
近年来,建构主义学习理论风靡于教育领域,广大教师正在尝试运用这一理论指导课堂教学,以提高教学质量。现代认知心理学把学生学习过程,看作是认知结构的建构过程,旨在探讨构建主义学习理论的基础上,并将这一理论应用于高职应用写作教学过程中,使教学效果有了明显提高。 相似文献
14.
This article indicates something of the enormous influence of constructivism on contemporary science education. The article distinguishes educational constructivism (that has its origins in theories of children's learning), from constructivism in the philosophy of science (usually associated with instrumentalist views of scientific theory), and from constructivism in the sociology of science (of which the Edinburgh Strong Programme in the sociology of scientific knowledge is the best known example). It notes the expansion of educational constructivism from initial considerations of how children come to learn, to views about epistemology, educational theory, ethics, and the cognitive claims of science. From the learning-theory beginnings of constructivism, and at each stage of its growth, philosophical questions arise that deserve the attention of educators. Among other things, the article identifies some theoretical problems concerning constructivist teaching of the content of science. 相似文献
15.
Constructivism Examined 总被引：3，自引：0，他引：3
Richard Fox 《牛津教育评论》2013,39(1):23-35
In this paper I examine constructivism as a view of learning which has come to dominate educational debates about learning in the field of teacher education. The major claims of a variety of constructivist theories are considered and found to be largely wanting, in that they either differ little from common sense empiricist views, or else provide misleading and incomplete views of human learning, with consequently misleading implications for teaching in classrooms. 相似文献
16.
17.
Mahmoud Al‐Weher 《Asia-Pacific Journal of Teacher Education》2004,32(2):169-185
This study investigates the effect of a training course, based on constructivism, on the student teachers' perceptions of teaching, learning and the roles of teachers and students in the teaching‐learning process. A sample of 188 student teachers (92 of them in the experimental group and 96 in the control group) from the Hashemite University were subjected to a pre‐test that was developed and validated for the purpose of the study, and the experimental group was then trained using a four‐step training course based on constructivist ideas. Results showed that the two groups' perceptions were not consistent with constructivist ideas before the training took place, but after training, there were significant differences between the two groups' perceptions about the four areas. Also, there were significant differences between the constructivist perceptions of males and females, with females' perceptions being more consistent with constructivist ideas than males. The study concluded with recommendations concerning the introduction of constructivist ideas in educational courses that are designed to prepare student teachers for science teaching, and further research to examine the effect of this course on the student teachers' practices in the classrooms. 相似文献
18.
While constructivism has emerged as a major reform in science education from the last decade, wide-spread adoption of constructivist
practices in school laboratories and classrooms is yet to be achieved. If constructivist approaches are to be utilised more
widely, teachers will need to accept a more active and constructivist role in their own pedagogical learning. One experienced
junior science teacher was able to implement constructivist approaches in her classroom by using a personally constructed
metaphor to guide her practice.
Specializations: science education, teaching of thinking, professional development.
Specializations: constructivism, professional development. 相似文献
19.
本文主要探究了初中二年级的学生 (13、14岁 )在学习生态系统这一内容时所持有的错误观念。通过对比教学前与教学后学生概念改变的状况 ,分析了在课堂教学中实施建构主义教学方法的教学效果。研究结果显示 ,将建构主义理论应用于生物课堂教学 ,能够提高教学效率和促进学生的错误观念的改变。 相似文献
20.
Enhancing teaching through constructive alignment 总被引：17，自引：0，他引：17
John Biggs 《Higher Education》1996,32(3):347-364
Two lines of thinking are becoming increasingly important in higher educational practice. The first derives from constructivist learning theory, and the second from the instructional design literature. Constructivism comprises a family of theories but all have in common the centrality of the learner's activities in creating meaning. These and related ideas have important implications for teaching and assessment. Instructional designers for their part have emphasised alignment between the objectives of a course or unit and the targets for assessing student performance. Constructive alignment represents a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance. The performances of understanding nominated in the objectives are thus used to systematically align the teaching methods and the assessment. The process is illustrated with reference to a professional development unit in educational psychology for teachers, but the model may be generalized to most units or programs in higher education. 相似文献