Title: Seven posers in the constructivist classroom
Abstract:In education, 'constructivism' constitutes the 'grand unified theory' of the moment. In this article, I maintain that constructivism as a theory of knowledge and constructivism as pedagogy are distinc...In education, 'constructivism' constitutes the 'grand unified theory' of the moment. In this article, I maintain that constructivism as a theory of knowledge and constructivism as pedagogy are distinct and that the question of what constructivism about knowledge implies for teaching is under-theorised. Seven classroom scenarios are sketched that illustrate the problems that a constructivist view of knowledge can create in the classroom. It is concluded that constructivist epistemology undermines effective teaching; as such, realistic teaching practice cannot proceed from constructivist assumptions regarding the nature of knowledge. The conclusion, however, is neutral regarding teaching practice: constructivist epistemology is neither sufficient nor necessary for what is called 'constructivist' teaching practice.Read More
Publication Year: 2010
Publication Date: 2010-01-01
Language: en
Type: article
Indexed In: ['crossref', 'doaj']
Access and Citation
Cited By Count: 30
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