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1.
Vollmers Burkhard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(1):73-85
Piaget's theory of genetic recognition has a number of pedagogical implications. With the swing from structuralism to constructivism, Piaget created one of the first constructivist learning theories around the middle of this century. After this has been briefly presented, its relationship to present-day teaching and learning research, pedagogical practice and other forms of constructivism is examined critically. Although Piaget's theory does not embrace all forms of human learning, it does contain some significant pointers for pedagogical practice. An appropriate practical application of Piaget's learning theory would be to teach by encouraging spontaneous activity and the interests of the pupils. 相似文献
2.
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
3.
Miri Barak 《Research in Science Education》2017,47(2):283-303
Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses. 相似文献
4.
Barney Dalgarno 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):183-194
The changes that have occurred in accepted approaches to teaching and learning in recent years have been underpinned by shifts in psychological and pedagogical theory, culminating in moves towards a constructivist view of learning. This paper looks at the consequences of these theoretical shifts for Computer Assisted Learning (CAL).
Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.
For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools. 相似文献
Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.
For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools. 相似文献
5.
建构主义学习理论及其对我国外语教学的启示 总被引：17，自引：0，他引：17
崔林 《辽宁师范大学学报(社会科学版)》2002,25(2):32-34
建构主义是当代西方最为流行的学习理论，它给教育工作提供了一种审视教学问题的全新的教育心理学视角。然而，我国绝大多数教师对其蕴涵的教学思想还较陌生。因此本旨在对建构主义的知识观、学习观、学生观、师生角色的定位以及学习环境几方面做扼要的总结，并探讨其对我国外语教学的启示。 相似文献
6.
Tassos Mikropoulos Anthimos Chalkidis Apostolos Katsikis Photini Kossivaki 《Education and Information Technologies》1997,2(2):131-142
This article proposes the use of virtual realities (VR) in environmental education. It also presents the first results of an application to the phenomenon of eutrophication in lakes. Although our virtual environments are not immersive, they give the opportunity to students and educators to develop their own worlds and understand the population dynamics in a lake. The learning environment can be manipulated and controlled in a powerful way, enhancing students experiences leading to knowledge construction, and sensitizing students to current environmental problems. Our pedagogical approach is to build a theoretical model for virtual learning environments, expanding constructivism and combining it with experiential learning. Our operational and practical approach is to exploit the characteristics of desktop VR systems in virtual learning environments 相似文献
7.
Suzy Edwards Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(1):67-80
The early childhood curriculum is informed by a complicated array of developmental and learning theories. In recent times these theories have been most readily articulated in approaches to curriculum planning emerging from the Developmentally Appropriate Practice (DAP) guidelines and the project work in Reggio Emilia. Drawing on a common theoretical heritage, each of these approaches places a certain emphasis on ideas emerging from cognitive constructivism and developmental theory. This paper explores the nature of these theoretical informants as they are played out in both DAP and Reggio Emilia. Findings from a study aimed at examining educators' conceptions of cognitive constructivism and developmental theory as utilised by DAP are reported, with the responses by four educators regarding these understandings in relation to their developing awareness of the Reggio Emilia approach detailed. The paper identifies differences in orientation between the educators' conceptions of developmental theory and constructivism relative to DAP and Reggio, and indicates the potential value further research in this area holds for examining how common theoretical informants can be played out to different effect across early childhood curricula. 相似文献
8.
建构主义认为学习是学习者主动建构意义的过程,强调学习的主动性、社会性和情境性。建构主义教学观对当前我国外语教学改革有重要的指导意义。本文着重分析了建构主义学习理论以及基于该理论指导下的外语教学新模式。 相似文献
9.
Changing emphases in science education during the past decade have placed teaching/learning approaches informed by constructivism on the ascendancy. However, implementing these approaches, which are not the usual classroom practices for many teachers, is likely to create difficulties. In this study, these difficulties were examined in terms of concerns expressed by a group of eight science teachers in one school prior to, and upon completion of, an 18‐month inservice programme specifically aimed at promoting teaching/learning approaches informed by constructivism. Teachers’ initial concerns were related to how the new approaches would affect their own teaching and how they could fulfil their responsibilities for completing the required syllabus. Post‐inservice concerns changed to a focus on how to maximise student involvement in science learning and to the consequences of their teaching. This paper concludes with implications for teacher educators who wish to use teachers’ concerns as indicators of difficulties encountered by teachers implementing new teaching/learning approaches. 相似文献
10.
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
11.
Jeannie Daniels 《Teaching in Higher Education》2013,18(3):236-248
Internationalisation of higher education is big business in Australia, yet, despite the growing body of literature informing learning and teaching of international students, challenges remain. While language and pedagogical differences are well documented from the students' perspective, less known are the challenges to educators and their practices in responding to these named issues. This article explores some implications for educators and their practices, when international students come to study in an English-language university in Australia. A small research project focusing on educators' perspectives reveals the pedagogical challenges, difficulties and differences in approaches to teaching large numbers of international students. Implications for educators are discussed, focusing on the need to respond to policy and institutional demands to participate in these international collaborations, and to engage in building sound and equitable educational provision. 相似文献
12.
孙建平 《山西广播电视大学学报》2010,15(4):56-57
案例任务驱动教学法是在任务驱动教学法和案例教学法的基础上的一种基于建构主义理论和人本主义的教学方法,探讨了在《ASP动态网页设计》课程教学中,以分析案例程序引导学生学习,以任务驱动调动学生学习主动性。 相似文献
13.
Sharon J. Derry 《教育心理学家》2013,48(3-4):163-174
Cognitive constructivism is not a unique theoretical framework, pedagogical approach, or epistemology, but a general, metaphorical assumption about the nature of cognition that virtually all cognitive educational researchers accept. Despite this unifying assumption, there are many different cognitive constructivist research programs and theories within the community at large. This article contrasts cognitive constructivism with several other forms of constructivism in the educational research community. It then attempts to represent the range of theoretical approaches within cognitive constructivism, pointing to examples and potential educational applications of cognitive constructivist ideas. Cognitive schema theory receives special attention as an important theoretical perspective that has been relatively neglected in recent theoretical discussions. It is believed to have significant potential for building conceptual bridges between information processing and radical constructivist viewpoints. 相似文献
14.
Hsiu-Mei Huang 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):27-37
Since online learning has a different setting from the conventional classroom, online educators need to use some special techniques and perceptions to lead to success. Moreover, adults have special needs and requirements as learners compared with children and adolescents, thus online educators should know how adults can learn best because of their special characteristics. Philosophical and methodological shifts also affect instruction. Many researchers have suggested that constructivism should be applied in distance education. Thus, this paper attempts to examine the impact of constructivism in online learning environments when focusing on adult learners. The author develops the connection between constructivism and adult learning theory. In addition, the paper proposes instructional guidelines using the constructivist approach in online learning for adults. 相似文献
15.
Julie A. Ray 《Journal of Early Childhood Teacher Education》2013,34(4):319-325
Abstract Constructivism is a theory of learning that has become increasingly accepted by educators. Yet translating a theory of learning into practical instructional strategies has proven to be quite difficult for teachers. A qualitative study was recently completed that examined primary grade teachers’ understanding of constructivism and its influence upon their teaching practices. Analysis indicated that the teachers had several misconceptions of constructivism and were at varying levels of understanding, based upon their experience and professional development in constructivist education. This study has implications for the teacher education field, and early childhood teacher educators can play an important role in helping preservice and inservice teachers gain a deeper understanding of constructivism and implement teaching practices based upon this understanding. Suggestions for colleges of education are given. 相似文献
16.
Marilyn Leask 《Technology, Pedagogy and Education》2013,22(1-2):117-134
Abstract This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICTrich learning environments where the authors suggest communal constructivist pedagogy is in operation. 相似文献
17.
Douglas A. Guiffrida 《Counselor Education & Supervision》2005,44(3):201-213
The author presents a critical review of counselor education literature that has focused on student acquisition of theoretical orientations in order to identify the potential of these practices to facilitate critical self‐reflection and theoretical fit among students. Two reflective, awareness‐based pedagogical models—radical constructivism (E. von Glasersfeld, 1984) and transformative learning (J. Mezirow, 1997)—are also examined. The author concludes by briefly outlining an alternative pedagogical framework called the “Emergence Model,” which may enhance the ability of counselor educators to facilitate self‐reflection and theoretical fit among counseling students. 相似文献
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19.
Methal R. Mohammed-Marzouk 《The Educational forum》2013,77(2):259-264
This article investigates the Iraqi educational system and the historical, political, religious, and cultural factors that have influenced teaching and learning in Iraq. It is based on the author's personal experience as an educator within the system for three decades. The author posits that Iraqi educators must establish a collaborative and cooperative endeavor for a reformation of the Iraqi educational system. The current educational system of rote memorization has governed Iraqi schools and universities for almost one century. The author envisions a new educational system that would be based on new teaching and learning approaches that cultivate students’ critical thinking skills, as well as teachers’ pedagogical skills. 相似文献
20.
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