Hoops W. (1998) Konstruktivismus: Ein neues Paradigma für Didaktisches Design? Unterrichtswissenschaft 26(3): 229–253. Fulltext at https://cepa.info/3727
Konstruktivismus: Ein neues Paradigma für Didaktisches Design?
Unterrichtswissenschaft 26(3): 229–253.
Fulltext at https://cepa.info/3727
Abstract: It is trendy to be a “ constructivist,” although this designation is not very illuminating, since very divergent positions are subsumed under this lobe!. In order to arrive at a more precise idea of what constructivism is or might be, exemplary text passages taken from the discussion of radical constructivism in the United States in the past few years are analyzed. Against the background of two contrasting epistemological positions (“objectivism” and “ constructivism”), constructivism in the field of education defines itself by its reference to constructivist epistemology and by the assumption that instructional design can be deduced, as it were, from an epistemology. This “ deduction assumption,” though, leads to a problematic confounding of epistemological and pedagogical perspectives – this is especially true of the central concept of “construction” – and to an apparent antithesis of “ objectivistic” and “constructivistic” instructional design. Constructivism’s dichotomic approach permeates all spheres of instructional design and tends to lead to a lack of necessary differentiation and to obscure relevant pedagogic problems and contexts. Therefore, it is proposed to dispense with the concept of “constructivism” in the pedagogic field altogether and to join instead Greeno’s search for a synthesis of cognitive psychology and situated learning.