Key word "dewey"

Publications Found: 23 · Show All Abstracts

Kivinen O. & Ristele P. (2003) From constructivism to pragmatist conception of learning. Oxford Review of Education 29(3): 363–375. Fulltext at https://cepa.info/6487
McWilliams S. A. (2009) William James’ pragmatism and personal construct psychology. Personal Construct Theory & Practice 6: 109–118. Fulltext at https://cepa.info/382
Noaparast K. B. (1995) Toward a more realistic constructivism. In: Neimeyer R. A. & Neimeyer G. J. (eds.) Advances in personal construct theory. Volume 3. JAI Press, Greenwich CT: 37–59. Fulltext at https://cepa.info/3742
Procter H. G. (2014) Peirce’s contributions to constructivism and personal construct psychology: I. Philosophical aspects. Personal Construct Theory & Practice 11: 6–33. Fulltext at https://cepa.info/5374
Reich K. (2006) Das Reale und das Religiöse in Pragmatismus und Konstruktivismus. In: Ziebertz H.-G. & Schmidt G. R. (eds.) Religion in der Allgemeinen Pädagogik: Von der Religion als Grundlegung bis zu ihrer Bestreitung. Gütersloher Verlagshaus, Gütersloh: 163–190. Fulltext at https://cepa.info/6530
Splitter L. J. (2009) Authenticity and constructivism in education. Studies in Philosophy and Education 28: 135–151.
Steffe L. P. & Ulrich C. (2020) The constructivist teaching experiment. In: Lerman S. (ed.) Encyclopedia of mathematics education. Second edition. Springer, Cham: 134–141. Fulltext at https://cepa.info/6312
Swan K., Garrison D. R. & Richardson J. C. (2009) A constructivist approach to online learning: The community of inquiry framework. In: Payne C. R. (ed.) Information technology and constructivism in higher education: Progressive learning frameworks. IGI Global, Hershey PA: 43–57. Fulltext at https://cepa.info/5755
Ultanir E. (2012) An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction 5: 195–212. Fulltext at https://cepa.info/7033
Vanderstraeten R. (2002) Dewey’s transactional constructivism. Journal of Philosophy of Education 36: 233–246. Fulltext at https://cepa.info/1134
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