Airasian P. W. & Walsh M. E. (1997) Constructivist cautions. Phi Delta Kappan 78(6): 444–449. https://cepa.info/4704
Airasian P. W. & Walsh M. E.
(
1997)
Constructivist cautions.
Phi Delta Kappan 78(6): 444–449.
Fulltext at https://cepa.info/4704
The authors point out the difference between the theory of constructivism and its practical application, and they argue that the consequences of implementing constructivism in the classroom will be considerably more challenging than might be anticipated from the simple slogans that advocates repeat.
Baines L. A. & Stanley G. (2000) “We want to see the teacher”: Constructivism and the rage against expertise. Phi Delta Kappan 82(4): 327–330. https://cepa.info/5747
Baines L. A. & Stanley G.
(
2000)
“We want to see the teacher”: Constructivism and the rage against expertise.
Phi Delta Kappan 82(4): 327–330.
Fulltext at https://cepa.info/5747
The momentum of the constructivist movement has had a profound effect on how prospective teachers are educated and on how they perceive the duties of a teacher, according to Mr. Baines and Mr. Stanley, who argue that students deserve a chance to learn at the elbow of an expert
Chrenka L. (2001) Misconstructing constructivism. Phi Delta Kappan 82(9): 694–695. https://cepa.info/7062
Chrenka L.
(
2001)
Misconstructing constructivism.
Phi Delta Kappan 82(9): 694–695.
Fulltext at https://cepa.info/7062
What concerns Ms. Chrenka most about their remarks is that Lawrence Baines and Gregory Stanley do not cite directly any constructivist theorists. Moreover, to say that there is “no body of knowledge associated with it” is to misunderstand constructivism.
Hackmann D. G. (2004) Constructivism and block scheduling: Making the connection [Phenomena, systems, epistemes: On the current discussion of system-theoretical approaches in literary studies]. Phi Delta Kappan 85(9): 697–702. https://cepa.info/7722
Hackmann D. G.
(
2004)
Constructivism and block scheduling: Making the connection [Phenomena, systems, epistemes: On the current discussion of system-theoretical approaches in literary studies].
Phi Delta Kappan 85(9): 697–702.
Fulltext at https://cepa.info/7722
The student-centered learning practices associated with constructivism could benefit from the increased class time that block scheduling offers. But, Mr. Hackmann observes, too often block scheduling is adopted as an end in itself, not as a tool to facilitate a specific pedagogical approach.
Wagner T. (1998) Change as collaborative inquiry: A “constructivist” methodology for reinventing schools [Phenomena, systems, epistemes: On the current discussion of system-theoretical approaches in literary studies]. Phi Delta Kappan 79(7): 512–517. https://cepa.info/7721
Wagner T.
(
1998)
Change as collaborative inquiry: A “constructivist” methodology for reinventing schools [Phenomena, systems, epistemes: On the current discussion of system-theoretical approaches in literary studies].
Phi Delta Kappan 79(7): 512–517.
Fulltext at https://cepa.info/7721
To make the implementation of higher standards a reality for most children, we must develop a new practice of “whole-school” change that is consistent with our understanding of how learning takes place and how organizations change, Mr. Wagner asserts.
Windschitl M. (1999) The challenges of sustaining a constructivist classroom culture. The Phi Delta Kappan 80(10): 751–755. https://cepa.info/5792
Windschitl M.
(
1999)
The challenges of sustaining a constructivist classroom culture.
The Phi Delta Kappan 80(10): 751–755.
Fulltext at https://cepa.info/5792