Toggle navigation
CEPA.INFO
FAQ
BROWSE
Authors
Constructivist Approaches
Background Disciplines
Reading Lists
Latest Fulltext Additions
LOGIN
Publications in
“Educational Researcher”
Publications Found:
13
·
Show All Abstracts
·
Highlight Matches
Search CEPA
» Help with Search
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 3989
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????) ORDER BY 7543
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 4180
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????') ORDER BY 4953
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 7206
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 8748
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f�������������������������������������������������������������������������������������������������������������������������������������������������������������B
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f���������������������������������������������������������������������������������������������������������������������������������������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 3989#
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 4180#
By default, Find returns all publications that contain the words in the surnames of their author, in their titles, or in their years. For example,
Maturana
finds all publications authored by Maturana and publications that have "Maturana" in their title
Maturana 1974
finds all publications authored by Maturana in 1974
You can directly search for a reference by copy-pasting it. For example,
Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
Unless a word (or phrase) if prefixed with a minus (-) it must be present in all results. Examples:
Glasersfeld Varela
shows all publications Ernst von Glasersfeld and Francisco Varela wrote together.
Glasersfeld "Jean Piaget"
finds all publications with
Glasersfeld
and
Jean Piaget
in it.
Prefix with
-
to indicate that this word must not be present in any result:
cognition -biology
will find entries that have
cognition
in the title but not
biology
.
Enter the surname of an author and a year to find all publications the author wrote in that year:
Glasersfeld 1995
presents all publications Ernst von Glasersfeld published in 1995.
Use
*
to match any characters:
constructivis*
matches constructivism and constructivist.
Enclose phrases between double quotes
"
to force phrase search:
"biology of cognition"
lists only the publications containing this phrase. Without the double quotes it will return all publications containing "biology" and all publications containing "cognition".
All the searches above match author names, titles and years. You can also address single fields:
author:glasersfeld title:reality
shows publications von Glasersfeld wrote on reality;
abstract:second-order
searches all abstracts for "second-order";
editor:Watzlawick
finds all books edited by Watzlawick.
Note there is no space after the colon.
Attention: Words of three letters and less are ignored.
"Not one, not two"
will return no result although there is
Varela's paper
of this title.
Bereiter C. (1994) Constructivism, socioculturalism, and Popper’s World 3. Educational Researcher 23(7): 21–23. https://cepa.info/2965
Bereiter C.
(
1994
)
Constructivism, socioculturalism, and Popper’s World 3
.
Educational Researcher
23(7): 21–23.
Fulltext at https://cepa.info/2965
Copy Citation
Excerpt:
In comparing constructivist and sociocultural perspectives, it is worth considering at the outset whether any empirical or scientific claims are involved – claims that could be vulnerable to evidence – or whether the differences are entirely perspectival. The slogan “students construct their own knowledge” is not by itself a falsifiable claim. It is simply a concomitant of any cognitive stance – including the stance of folk psychology. As long as one views the mind as a container whose contents are beliefs, schemata, cognitive structures, or other cognitive objects, then any plausible explanation of how those objects get into the mind has to assume that they are created there. What alternative is there, short of thought transference? The only way to reject it is by rejecting the whole structure of cognitive psychological ideas built upon the mind-as-container metaphor.
Cobb P. (1994) Constructivism in mathematics and science education. Educational Researcher 23(7): 4. https://cepa.info/2951
Cobb P.
(
1994
)
Constructivism in mathematics and science education
.
Educational Researcher
23(7): 4.
Fulltext at https://cepa.info/2951
Copy Citation
Cobb P. (1994) Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher 23(7): 13–20. https://cepa.info/3049
Cobb P.
(
1994
)
Where is the mind? Constructivist and sociocultural perspectives on mathematical development
.
Educational Researcher
23(7): 13–20.
Fulltext at https://cepa.info/3049
Copy Citation
Currently, considerable debate focuses on whether mind is located in the head or in the individual-in-social-action, and whether development is cognitive self-organization or enculturation into established practices. In this article, I question assumptions that initiate this apparent forced choice between constructivist and sociocultural perspectives. I contend that the two perspectives are complementary. Also, claims that either perspective captures the essence of people and communities should be rejected for pragmatic justifications that consider the contextual relevance and usefulness of a perspective. I argue that the sociocultural perspective informs theories of the conditions far the possibility of learning, whereas theories developed from the constructivist perspective focus on what students learn and the processes by which they do so.
Confrey J. (1991) Steering a course between Vygotsky and Piaget. Educational Researcher 20(8): 28–32. https://cepa.info/8077
Confrey J.
(
1991
)
Steering a course between Vygotsky and Piaget
.
Educational Researcher
20(8): 28–32.
Fulltext at https://cepa.info/8077
Copy Citation
Excerpt:
Review of: Soviet Studies in Mathematics Education: Volume 2. Types of Generalization in Instruction. V. V. Davydov (Volume edited by Jeremy Kilpatrick; translated by Joan Teller). Reston, VA: National Council of Teachers of Mathematics, 1990. Originally written in 1972, the book remains useful to
educational researcher
s, including those beyond the mathematics educational community, because its major theory of dialectical materialism offers a view of knowledge that has a significant role for “activity.” It connects activity to a reinterpretation of the relationship between empirical and theoretical knowledge. In doing so, the work addresses such classroom issues as how to avoid the separation between abstract theoretical presentations and practical activity, and between superficial learning via imitation and repetition and a deeper understanding of the structure of the concepts. Ultimately the success of the volume will be assessed in relation to the studies it spawns, because the book is primarily a theoretical exposition. There is a paucity of examples and references to specific classroom-based studies, an absence recognized and noted by the author. Nonetheless Davydov’s theoretical presentation merits careful analysis and critique.
Davydov V. V. (1995) The influence of L. A. Vygotsky on education theory, research, and practice. Educational Researcher 24(3): 12–21.
Davydov V. V.
(
1995
)
The influence of L. A. Vygotsky on education theory, research, and practice
.
Educational Researcher
24(3): 12–21.
Copy Citation
Driver R., Asoko H., Leach J., Scott P. & Mortimer E. (1994) Constructing scientific knowledge in the classroom. Educational researcher 23(7): 5–12. https://cepa.info/3999
Driver R.
,
Asoko H.
,
Leach J.
,
Scott P.
&
Mortimer E.
(
1994
)
Constructing scientific knowledge in the classroom
.
Educational researcher
23(7): 5–12.
Fulltext at https://cepa.info/3999
Copy Citation
The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of science as knowledge construction involving both individual and social processes. First, we present an overview of the nature of scientific knowledge. We then describe two major traditions in explaining the process of learning science: personal and social constructivism. Finally, we illustrate how both personal and social perspectives on learning, as well as perspectives on the nature of the scientific knowledge to be learned, are necessary in interpreting science learning in formal settings.
Garrison J. W. (1986) Some principles of postpositivist philosophy of science. Educational Researcher 15(9): 12–18. https://cepa.info/3924
Garrison J. W.
(
1986
)
Some principles of postpositivist philosophy of science
.
Educational Researcher
15(9): 12–18.
Fulltext at https://cepa.info/3924
Copy Citation
In recent years there has been a great deal of methodological debate among
educational researcher
s, theoreticians, and practitioners concerning issues such as relativism raised by the so-called “new,” “Kuhnian” or “postpositivistic” philosophy of science. The intensity of this debate notwithstanding, the fundamental principles and their relations that comprise the postpositivistic view have not always been carefully spelled out. Some of the principles discussed will include (a) the problem of confirmation, (b) the underdetermination of theory by logic, (c) the underdetermination of theory by experience, (d) the Quine-Duhem thesis, (e) the theoryladenness of experience, and (f) the incommensurability of theories. No attempt will be made to evaluate these principles. However, those who are prepared to accept all of these will be hard pressed to avoid the dangers of relativism. I will argue that these dangers, if they exist, may be lessened if not eliminated by practicing the pragmatic virtues of epistemological conservatism and good sense.
Glasersfeld E. von (1996) Footnotes to “Many faces of constructivism”. Educational Researcher 25(6): 19. https://cepa.info/1472
Glasersfeld E. von
(
1996
)
Footnotes to “Many faces of constructivism”
.
Educational Researcher
25(6): 19.
Fulltext at https://cepa.info/1472
Copy Citation
Key words:
philosophy
,
radical constructivism
,
education
Philips D. C. (1996) Response to Ernst von Glasersfeld. Educational Researcher 25(6): 20. https://cepa.info/6317
Philips D. C.
(
1996
)
Response to Ernst von Glasersfeld
.
Educational Researcher
25(6): 20.
Fulltext at https://cepa.info/6317
Copy Citation
Phillips D. C. (1995) The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher 24(7): 5–12. https://cepa.info/2963
Phillips D. C.
(
1995
)
The good, the bad, and the ugly: The many faces of constructivism
.
Educational Researcher
24(7): 5–12.
Fulltext at https://cepa.info/2963
Copy Citation
Excerpt:
The educational literature on constructivism is enormous, and growing rapidly; a significant indicator is that the 1993 AERA Annual Meeting Program contained more than a score of sessions explicitly on this topic. Even as interesting a symposium as that which recently appeared in the
Educational Researcher
(vol. 23, 7, 1994) was able to give only an inadequate hint of the many varieties of constructivism that presently exist. It is part of my purpose in this essay to complicate matters even more by pointing to relevant discussions in other literatures that are rarely, if ever, mentioned by those embroiled in the educational debates. In particular, I will try to show that in the fields of epistemology and philosophy of science, in the relatively young discipline of science studies (an interdisciplinary philosophical, sociological, and historical field), and in the rapidly burgeoning feminist literature, there is much of relevance and interest to be found.
Export result page as:
CF Format
·
APA
·
BibTex
·
EndNote
·
Harvard
·
MLA
·
Nature
·
RIS
·
Science
Page
1
2
Please provide us with your
feedback/evaluation/suggestions