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Ackermann E. K. (1995) Construction and transference of meaning through form. In: Steffe L. P. & Gale J. E. (eds.) education%22\ title=\List all publications from Constructivism in education\>Constructivism in education. Lawrence Erlbaum Associates, Hillsdale NJ: 341–354. Fulltext at https://cepa.info/3064
Ackermann E. K.
(
1995
)
Construction and transference of meaning through form.
In: Steffe L. P. & Gale J. E. (eds.)
Constructivism in
education
. Lawrence Erlbaum Associates, Hillsdale NJ: 341–354.
Fulltext at https://cepa.info/3064
Copy
Adams P. (2006) Exploring social constructivism: Theories and practicalities. Education\>Education 34(3): 3–13. Fulltext at https://cepa.info/3958
Adams P.
(
2006
)
Exploring social constructivism: Theories and practicalities.
Education
34(3): 3–13.
Fulltext at https://cepa.info/3958
Copy
In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary
education
al 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
education
al 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.
Adams P. (2007) Exploring social constructivism: Theories and practicalities. Education 3–13 International Journal of Primary. Education%22\ title=\List all publications from Elementary and Early Years Education\>Elementary and Early Years Education 34(3): 243–257. Fulltext at https://cepa.info/4680
Adams P.
(
2007
)
Exploring social constructivism: Theories and practicalities.
Education
3–13 International Journal of Primary.
Elementary and Early Years
Education
34(3): 243–257.
Fulltext at https://cepa.info/4680
Copy
In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary
education
al 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
education
al 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.
Affifi R. R. (2011) What weston’s spider and my shorebirds might mean for bateson’s mind: Some educational wanderings in interspecies curricula. Education%22\ title=\List all publications from Canadian Journal of Environmental Education\>Canadian Journal of Environmental Education 16: 46–58. Fulltext at https://cepa.info/999
Affifi R. R.
(
2011
)
What weston’s spider and my shorebirds might mean for bateson’s mind: Some
education
al wanderings in interspecies curricula.
Canadian Journal of Environmental
Education
16: 46–58.
Fulltext at https://cepa.info/999
Copy
Education
has institutionalized a process that reifies cultures, ecological communities, and ultimately evolution itself. This enclosure has lessened our sensitivity to the pedagogical (eteragogical) nature of our lived relations with other people and with other living beings. By acknowledging that learning and teaching go on between species, humans can regain an eteragogical sense of the interspecies curricula within which they exist. This article explores interspecies lived curricula through a selection of ideas from ecopragmatist Anthony Weston, and cybernetician Gregory Bateson, and through lived experiences with shorebirds of Lake Ontario. Some gulls and a tern teach the author to enrich and diversify, rather than constrict, the potentiality of life. In so doing, being ecological and being educative become unified concepts.
Relevance:
The publication is concerned with the relational implications between humans and other species of Bateson’s cybernetic theory of learning.
Alhadeff-Jones M. (2013) Complexity, methodology and method: Crafting a critical process of research. Education%22\ title=\List all publications from Complicity: An International Journal of Complexity and Education\>Complicity: An International Journal of Complexity and Education 10(1/2): 19–44. Fulltext at https://cepa.info/920
Alhadeff-Jones M.
(
2013
)
Complexity, methodology and method: Crafting a critical process of research.
Complicity: An International Journal of Complexity and
Education
10(1/2): 19–44.
Fulltext at https://cepa.info/920
Copy
This paper defines a theoretical framework aiming to support the actions and reflections of researchers looking for a “method” in order to critically conceive the complexity of a scientific process of research. First, it starts with a brief overview of the core assumptions framing Morin’s “paradigm of complexity” and Le Moigne’s “general system theory.” Distinguishing “methodology” and “method,” the framework is conceived based on three moments, which represent recurring stages of the spiraling development of research. The first moment focuses on the definition of the research process and its sub-systems (author, system of ideas, object of study and method) understood as a complex form of organization finalized in a specific environment. The second moment introduces a matrix aiming to model the research process and nine core methodological issues, according to a programmatic and critical approach. Using the matrix previously modeled, the third moment suggests conceiving of the research process following a strategic mindset that focuses on contingencies, in order to locate, share and communicate the path followed throughout the inquiry.
Relevance:
This paper provides the readers with a constructivist methodology of research inspired by Morin’s paradigm of complexity and Le Moigne’s general system theory.
Anderson J. R., Reder L. M. & Simon H. A. (1998) Radical constructivism and cognitive psychology. Education Policy%22\ title=\List all publications from Brookings Papers on Education Policy\>Brookings Papers on Education Policy 1: 227–278. Fulltext at https://cepa.info/4127
Anderson J. R.
,
Reder L. M.
&
Simon H. A.
(
1998
)
Radical constructivism and cognitive psychology.
Brookings Papers on
Education
Policy
1: 227–278.
Fulltext at https://cepa.info/4127
Copy
Excerpt:
Education
has failed to show steady progress because it has shifted back and forth among simplistic positions such as the associationist and rationalist philosophies. Modern cognitive psychology provides a basis for genuine progress by careful scientific analysis that identifies those aspects of theoretical positions that contribute to student learning and those that do not. Radical constructivism serves as the current exemplar of simplistic extremism, and certain of its devotees exhibit an antiscience bias that, should it prevail, would destroy any hope for progress in
education
.
Bächtold M. (2013) What do students “construct” according to constructivism in science education? Education%22\ title=\List all publications from Research in Science Education\>Research in Science Education 43(6): 2477–2496. Fulltext at https://cepa.info/4653
Bächtold M.
(
2013
)
What do students “construct” according to constructivism in science
education
?
Research in Science
Education
43(6): 2477–2496.
Fulltext at https://cepa.info/4653
Copy
This paper aims at shedding light on what students can “construct” when they learn science and how this construction process may be supported. Constructivism is a pluralist theory of science
education
. As a consequence, I support, there are several points of view concerning this construction process. Firstly, I stress that constructivism is rooted in two fields, psychology of cognitive development and epistemology, which leads to two ways of describing the construction process: either as a process of enrichment and/or reorganization of the cognitive structures at the mental level, or as a process of building or development of models or theories at the symbolic level. Secondly, I argue that the usual distinction between “personal constructivism” (PC) and “social constructivism” (SC) originates in a difference of model of reference: the one of PC is Piaget’s description of “spontaneous” concepts, assumed to be constructed by students on their own when interacting with their material environment, the one of SC is Vygotsky’s description of scientific concepts, assumed to be introduced by the teacher by means of verbal communication. Thirdly, I support the idea that, within SC, there are in fact two trends: one, in line with Piaget’s work, demonstrates how cooperation among students affects the development of each individual’s cognitive structures; the other, in line with Vygotsky’s work, claims that students can understand and master new models only if they are introduced to the scientific culture by their teacher. Fourthly, I draw attention to the process of “problem construction” identified by some French authors. Finally, I advocate for an integrated approach in science
education
, taking into account all the facets of science learning and teaching mentioned above and emphasizing their differences as well as their interrelations. Some suggestions intended to improve the efficiency of science teaching are made.
Key words:
science learning science teaching
,
personal constructivism
,
social constructivism
,
cooperation
,
enculturation
,
problem construction.
Baviskar S. N., Hartle R. T. & Whitney T. (2009) Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles. Education%22\ title=\List all publications from International Journal of Science Education\>International Journal of Science Education 31(4): 541–550. Fulltext at https://cepa.info/4665
Baviskar S. N.
,
Hartle R. T.
&
Whitney T.
(
2009
)
Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles.
International Journal of Science
Education
31(4): 541–550.
Fulltext at https://cepa.info/4665
Copy
Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science
education
. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback, and reflection on learning. We then use the criteria we developed to evaluate five representative published articles that claim to describe and test constructivist teaching methods. Of these five articles, we demonstrate that three do not adhere to the constructivist criteria, whereas two provide strong examples of how constructivism can be employed as a teaching method. We suggest that application of the four essential criteria will be a useful tool for all professional educators who plan to implement or evaluate constructivist teaching methods.
Baviskar S., Hartle T. & Whitney T. (2009) Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist-teaching method articles. Education%22\ title=\List all publications from International Journal of Science Education\>International Journal of Science Education 31(4): 541–550.
Baviskar S.
,
Hartle T.
&
Whitney T.
(
2009
)
Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist-teaching method articles.
International Journal of Science
Education
31(4): 541–550.
Copy
Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science
education
. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback, and reflection on learning. We then use the criteria we developed to evaluate five representative published articles that claim to describe and test constructivist teaching methods. Of these five articles, we demonstrate that three do not adhere to the constructivist criteria, whereas two provide strong examples of how constructivism can be employed as a teaching method. We suggest that application of the four essential criteria will be a useful tool for all professional educators who plan to implement or evaluate constructivist teaching methods.
Bettencourt A. (1993) The construction of knowledge: A radical constructivist view. In: Tobin K. (ed.) education%22\ title=\List all publications from The practice of constructivism in science education\>The practice of constructivism in science education. Lawrence Erlbaum Associates, Hillsdale NJ: 39–50.
Bettencourt A.
(
1993
)
The construction of knowledge: A radical constructivist view.
In: Tobin K. (ed.)
The practice of constructivism in science
education
. Lawrence Erlbaum Associates, Hillsdale NJ: 39–50.
Copy
Expressions like “constructivism,” “construction of knowledge,” “learners construct meaning,” and similar ones are starting to become part of the language of science
education
. We are liable to hear them in professional meetings or inservice workshops and to read them in articles in the professional journals. As the term constructivism becomes more widespread, different people tend to use it with slightly different meanings, and some use it in a loose way to designate a complex of different pedagogical, psychological, or philosophical tendencies. (The ideas about constructivism explained in this chapter are in no way to be taken as an attempt to define the “orthodoxy” of constructivism. Consistent with a constructivist view, they are simply a model of what it means to know. The claim of this model is to be a viable view of knowledge. This chapter aims at presenting the model and exploring from there some relations with teaching and learning of science.) These tendencies seem to have in common the central assumption that all we come to know is our own construction.
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