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1.
Epistemological Anarchy and the Many Forms of Constructivism 总被引：3，自引：3，他引：3
Constructivism has become an important referent for research and practice in science education. A variety of more or less divergent forms of constructivism have developed: discussion between these is occasionally heated. Six such forms are briefly described in order to provide an overview of the field of constructivist theory. A scheme for characterising constructivist writing on the basis of its relative emphasis on (a) personal versus social construction of knowledge and (b) objectivist versus relativist views of the nature of science is suggested. Issues of theory creation and reflexivity, central to constructivist practice, are discussed. It is suggested that debate about the "best" form of constructivism is counterproductive. A more powerful approach to epistemology is that described by Feyerabend, the holding in dialectical tension of a variety of incompatible perspectives:The following essay is written in the conviction that anarchism, while perhaps not the most attractive political philosophy, is certainly excellent medicine for epistemology, and for the philosophy of science (Feyerabend, 1975, 17, italics in original). 相似文献
2.
Constructivist values for instructional systems design: Five principles toward a new mindset 总被引：2，自引：8，他引：2
In this article, the implications of constructivism for instructional systems design (ISD) are summarized as five principles
that integrate the affective and cognitive domains of learning. In contrast to current views, it is suggested that constructivist
philosophy offers instructional designers an alternative set of values that may significantly influence the emphasis of ISD
methods without undermining the coherence and consistency of the ISD model. Distinguishing characteristics of the two approaches
are described, based on a review of recent literature. The article concludes with the assertion that the influence of constructivist
philosophy on ISD should be to focus attention on critical enabling objectives traditionally overlooked by instructional designers. 相似文献
3.
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
4.
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
5.
建构主义教育活动的系统分析与哲学思考 总被引：1，自引：0，他引：1
建构主义的出现给教育领域注入新的活力，但基于对其发展沿革和现实的思考，建构主义教育理论正陷入一种认识和行为上的误区。本文通过对建构主义教育思想的哲学思考和建构主义教育活动的系统分析认识到：外部建构是社会建构主义教育活动的基石，而情意建构是外部建构的重点，是通向认知结构完善的桥梁。 相似文献
6.
Mansoor Niaz 《Interchange》2004,35(2):155-184
The objective of this study is to provide in-service teachers an opportunity to become familiar with the controversial nature
of progress in science (growth of knowledge) and its implications for research methodology in education. The study is based
on 41 participants who had registered for a nine-week course on Methodology of Investigation in Education, as part of their
Master’s degree program. The course is based on 20 readings drawing upon a history and philosophy of science perspective (positivism,
constructivism, Popper, Kuhn, Lakatos) and its implications for educational research. Course activities included written reports,
class room discussions based on participants’ presentations, and written exams. Based on the results obtained it was concluded
that: (a) participants were able to understand the basic ideas of constructivist philosophy and its pedagogical implications;
(b) the role of behavioural objectives in actual educational practice was questioned; (c) integration of qualitative and quantitative
research methods was considered to be an alternative to the current debate about the replacement of one method by the other;
(d) participants considered the dilemma of evaluating students based on what they have learned or what they should have learned,
within the social constructivist framework and generally favoured the former; and (e) most of the participants were reluctant
to accept constructivism as a form of positivism, a controversial thesis that is gaining support in the research literature.
Given the importance of alternative approaches to growth and meaning of knowledge, it is important that teachers be aware
of conflicting situations in the classroom that refer to: objectivity, scientific method, qualitative-quantitative methods,
relationship between method and problem, evaluation, and a critical appreciation of constructivism. 相似文献
7.
Mary R. Sudzina 《Educational Psychology Review》1997,9(2):199-260
Recent interest and inquiry into constructivism, pedagogical content knowledge, and case study methodology are influencing the content and goals of educational psychology in teacher preparation. The reasons seem clear: The content of educational psychology lends itself to authentic, active, and pragmatic applications of theory to school practices, as well as to investigations of a variety of educational issues, perspectives, and contexts which can be viewed through case study, a constructivist problem-based approach to learning. Widely-used educational psychology texts are including constructivism as a cognitive alternative to behaviorist and information processing views of teaching and learning. Concurrently, case studies are being integrated in educational psychology texts, and a myriad of case texts have appeared with application to educational psychology courses. This article considers the decisions, benefits, and difficulties in teaching educational psychology through a constructivist case study approach. 相似文献
8.
无论是西方建构主义还是传统教学中“以教师为中心”的教育思想,都不适应我国培养创新型人才的需要,我们既要借鉴西方的建构主义学习理论又要正确理解、运用孔子的教育思想,创建适合中国国情的中国特色建构主义学习理论。孔子的教育思想,是中国特色建构主义的源头活水,对于我们探索中国特色建构主义具有现实指导意义。 相似文献
9.
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
10.
Dr. Michael R. Matthews 《Research in Science Education》1992,22(1):299-307
The paper outlines the significant influence of constructivism in contemporary science and mathematics education, and emphasises
the central role that epistemology plays in constructivist theory and practice. It is claimed that despite the anti-empiricism
of much constructivist writing, in most forms its epistemology is nevertheless firmly empiricist. In particular it is subject-centered
and experience-based. It is argued that its relativist, if not skeptical conclusions, only follow given these empiricist assumptions.
Further it is suggested that such assumptions belong to Aristotelian science, and were effectively overthrown with the modern
science of Galileo and Newton. Thus constructivism cannot provide understanding of post-Aristotelian science.
Specializations: history, philosophy and science teaching. 相似文献
11.
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
12.
Constructivism and Science Education: A Further Appraisal 总被引：4，自引：0，他引：4
Michael R. Matthews 《Journal of Science Education and Technology》2002,11(2):121-134
This paper is critical of constructivism. It examines the philosophical underpinnings of the theory, it outlines the impact of the doctrine on contemporary science education, it details the relativist and subjectivist interpretation of Thomas Kuhn's work found in constructivist writings, it indicates the problems that constructivist theory places in the way of teaching the content of science, and finally it suggests that a lot of old-fashioned, perfectly reasonable educational truisms and concepts are needlessly cloaked in constructivist jargon that inhibites communication with educationalists and policy makers. 相似文献
13.
论建构主义教学模式如何改变学生“纸上谈兵”的学习方式 总被引：2，自引：0，他引：2
范定慧 《黑龙江教育学院学报》2009,28(1)
现在学生学习总是擅长于书本知识,而忽视了知识的应用,于是出现了现代"纸上谈兵"的现象。要想解决学生的这种学习方式,应该从教师的教学模式入手,首先教师要树立建构主义教学理念,转变传统教学方式;其次教师应在建构主义教学思想指导下进行教学实践,这就要求教师要熟悉建构主义的学习特点和教学特点,以及如何在这一思想指导下进行教学设计;最后,建构主义对传统教学来说是一个挑战,实施起来比较困难,这不能不引起我们对建构主义教学模式进行反思。 相似文献
14.
Constructivism in Mass Higher Education: a Case Study 总被引：1，自引：0，他引：1
Stephen J. Bostock 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(3):225-240
Constructivist educational principles suggest that educational environments should provide learners with personal control, authentic learning contexts, and diverse personal interactions including collaboration. How can such constructivist values be applied to mass Higher Education? Traditional methods cannot achieve it with large student numbers but computer-based media are scaleable and may support constructivist learning. A new course for non-science undergraduates provided an opportunity for a constructivist design using the World Wide Web, email, and video. The design of the course, its implementation and evaluation are described. Authentic assessment was critical. Web forms and e-mail supported some necessary personal interactions, but collaborative work was problematical. 相似文献
15.
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
16.
《Journal of educational and psychological consultation》2013,23(1):105-112
Constructivism is a concept that in recent years has garnered considerable attention among science education researchers. Essentially, constructivism is a model of how learning takes place. Yager (1991, p. 53) called it a "most promising model" of learning. Yeany (1991, p. 1) alluded to a Kuhnian paradigm shift and suggested that constructivism may lead to a gelling of existing thought as well as the stimulation of new ideas. We do not believe this is hyperbole. In fact, we would add that the potential extends far beyond the bounds of science education (see e.g., Aderman & Russell, 1990). It seems to us that constructivist thought is applicable in any learning situation, including educational and psychological consultation. In this column, we first briefly describe constructivist thought as it has developed in the field of science education. Second, we suggest that constructivism can provide a promising conceptual framework for organizing research and practice in the various fields in which consultation is practiced. 相似文献
17.
个性化阅读教学是对传统语文阅读教学的反思和改进,在本质上和建构主义的核心知识观、学习观、教学观具有趋同性。在建构主义视域下,个性化阅读可以被定义为:学生个体在自身已有的经验基础上,以文本的语言符号为建构对象,在阅读共同体中建构意义的学习型阅读。教学实践中,个性化阅读主要存在教学可行性的困惑、教师的角色困惑、教学设计的困惑这三方面的困惑。为消除困惑,本文分别以建构主义的知识观、学习观和社会建构主义的教学观等加以理论应对。 相似文献
18.
Julie Bullard 《Journal of Early Childhood Teacher Education》2013,34(3):157-162
Abstract Though constructivism has been an epistemology espoused by early childhood educators since the field's inception; defining, understanding, and implementing a constructivist philosophy is challenging. This article includes an overview of constructivism, including the role of the learner and the teacher and the conditions that enhance learning. Also discussed will be distinct challenges that exist in the implementation of constructivism in a higher education setting. Practical strategies that universities have found to overcome these challenges are included. 相似文献
19.
建构主义对科学教育理论的贡献与局限 总被引：33，自引：0，他引：33
建构主义在教育上的贡献主要在于在教育思想上进一步强调了认知主体的主动性 ,在科学教育上指出了科学知识学习的困难性。但激进的建构主义认识论和方法论在根本上有悖于科学理性 ,将认知主体的主动性和科学学习的困难性夸大为科学知识不可传授 ,这给教育研究和实践带来了混乱。在我国进行科学教育理论探索和实践的过程中 ,在应用建构主义原理发展学生的自主性的同时 ,应注意防止激进的建构主义的负面影响 相似文献
20.
Abstract Current literature related to science instruction often includes a discussion of the philosophy of constructivism. The authors describe four main components of a constructivist science lesson or unit. A review of commonly used environmental education materials was conducted to look for these components. Parallels between teaching strategies used in environmental education and constructivist methods are discussed. 相似文献