Toggle navigation
CEPA.INFO
FAQ
BROWSE
Authors
Constructivist Approaches
Background Disciplines
Reading Lists
Latest Fulltext Additions
LOGIN
Search Results
Publications Found:
176
·
Show All Abstracts
·
Highlight Matches
Search CEPA
» Help with Search
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f���������������������������������������������������������������������������������B
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f������������������������������������������������������������������������������
fulltext:"Man, having within himself an imagined world of lines and numbers, operates in it with abstractions just as God in the universe, did with reality"
fulltext:"Man, having within himself an imagined world of lines and numbers, operates in it with abstractions just as God in the universe, did with reality"
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
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.
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
Copy Citation
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.
Allstetter Neufeldt S. (1997) A social constructivist approach to counseling supervision. In: Sexton T. L. & Griffin B. L. (eds.) Constructivist thinking in counseling practice, research, and training. Teachers College Press, New York: 191–210.
Allstetter Neufeldt S.
(
1997
)
A social constructivist approach to counseling supervision
.
In: Sexton T. L. & Griffin B. L. (eds.)
Constructivist thinking in counseling practice, research, and training
. Teachers College Press, New York: 191–210.
Copy Citation
Appleton K. (1997) Analysis and description of students’ learning during science classes using a constructivist-based model. Journal of Research in Science Teaching 34(3): 303–318.
Appleton K.
(
1997
)
Analysis and description of students’ learning during science classes using a constructivist-based model
.
Journal of Research in Science Teaching
34(3): 303–318.
Copy Citation
Constructivist ideas have had a major influence on science educators over the last decade. In this report a model describing possible student responses during science lessons is outlined, and a rationale for it is provided on the basis of both constructivist theory and tests of the model in middle school science classes. The study therefore explores a way to analyze and describe learning derived from both constructivist theoretical considerations and classroom practice. The model was tested in a series of science lessons, resulting in several revisions. The final version explained in this report is therefore consistent with the science lesson contexts explored and the theoretical constructs which underlie it. The lessons were conducted in three classes of 11- to 13-year-olds in provincial cities in Queensland, Australia. Students were mostly of Caucasian extraction, in mixed-ability and mixed-gender classes. Three students from each class were interviewed individually immediately following each of the three lessons, for a total of 27 interviews. The interviews, videotapes of lessons, and field notes were used as data sources. The final version of the model proved to be fairly robust in describing students’ cognitive progress through the lessons. This study has resulted in a model for science lessons which allows the identification and description of students’ cognitive progress through the lessons. By using this focus on the learner, it provides preknowledge for teachers about how students might arrive at solutions to science problems during lessons, and therefore potentially provides indications about appropriate teaching strategies.
Appleton K. (1997) Implications for teaching derived from a constructivist-based model of learning in science classes. In: Abrams R. (ed.) Proceedings of the Fourth International Misconceptions Seminar: From misconceptions to constructed understanding, 13–15 June 1997. The Meaningful Learning Research Group, Santa Cruz CA. https://cepa.info/7252
Appleton K.
(
1997
)
Implications for teaching derived from a constructivist-based model of learning in science classes
.
In: Abrams R. (ed.)
Proceedings of the Fourth International Misconceptions Seminar: From misconceptions to constructed understanding, 13–15 June
1997
. The Meaningful Learning Research Group, Santa Cruz CA.
Fulltext at https://cepa.info/7252
Copy Citation
While cognitive and social constructivism have at times been portrayed as competing paradigms, some authors such as Cobb (1994) have suggested that they are different ways of looking at the same thing. In an earlier paper, aspects of both cognitive and social constructivism were incorporated into a model used to analyse and describe student learning in science classrooms (Appleton,
1997
). The model has subsequently been revised and has been used to draw implications for the teaching of science. In this paper, key elements of the model are explained, and how each may be used to inform and shape science teaching is explored.
Arnold R. (1997) Vom Konstruktivismus zur pädagogischen Gelassenheit [From constructivism to pedagogical composure]. Schweizer Schule 84(6): 13–18. https://cepa.info/8051
Arnold R.
(
1997
)
Vom Konstruktivismus zur pädagogischen Gelassenheit
[From constructivism to pedagogical composure].
Schweizer Schule
84(6): 13–18.
Fulltext at https://cepa.info/8051
Copy Citation
Seit einigen Jahren verbreitet sich auch in der Pädagogik unter der Be-zeichnung “Konstruktivismus” eine wissenschaftliche Sicht von Wirklichkeit, die diese als “konstruiert” und “beobachterabhängig” darstellt. Rolf Arnold zeigt die Kernpunkte auf und plädiert, für eine Haltung der Gelassenheit, die sich von Illusionen der Beherrschbarkeit und Machbarkeit in der didaktischen Planung verabschiedet hat.
Backes-Haase A. (1997) Herausforderungen an didaktisches Handeln heute: Zum Beitrag einer systemisch-konstruktiven Didaktik [Challenges to didactic action today: On the contribution of a systemic-constructive didactic]. Schweizer Schule 84(6): 19–25. https://cepa.info/8052
Backes-Haase A.
(
1997
)
Herausforderungen an didaktisches Handeln heute: Zum Beitrag einer systemisch-konstruktiven Didaktik
[Challenges to didactic action today: On the contribution of a systemic-constructive didactic].
Schweizer Schule
84(6): 19–25.
Fulltext at https://cepa.info/8052
Copy Citation
Die Komplexität der heutigen Gesellschaft wirkt sich als Unübersichtlichkeit und Vielfalt auch auf die heutige Schule aus. Für Alfons Backes-Haase ist ein systemisch-konstruktivistisches Verständnis von Didaktik ein Weg, um auf diese Anforderungen sinnvoll zu reagieren. Nicht direktives Handeln ist dabei die Leitschnur, sondern das Modell einer “Anregung zur Selbststeuerung.”
Baecker D. (1997) Reintroducing communication into cybernetics. Systemica 11: 11–29. https://cepa.info/2930
Baecker D.
(
1997
)
Reintroducing communication into cybernetics
.
Systemica
11: 11–29.
Fulltext at https://cepa.info/2930
Copy Citation
The paper recalls some skeptical comments Norbert Wiener made regarding the potential use of cybernetics in social sciences. A few social scientists were seduced by cybernetics from the beginning, but cybernetics never really caught on in sociology. The paper argues that one reason for this may lie in the mathematical theory of communication entertained by early cybernetics. This theory which maintains that there are probability distributions of possible communication is at odds with the sociological theory’s idea of a communication driven by improbable understanding. Yet the move from first-order cybernetics to second-order cybernetics, by re-entering the observer into the very systems she observes, provides for a bridge between cybernetics and sociology.
Key words:
Communication
,
culture
,
cybernetics
,
double closure
,
observer
,
sociology
,
technology
,
understanding
Bailey K. D. (1997) The autopoiesis of social systems: Assessing Luhmann’s theory of self-reference. Systems Research and Behavioral Science 14(2): 83–84.
Bailey K. D.
(
1997
)
The autopoiesis of social systems: Assessing Luhmann’s theory of self-reference
.
Systems Research and Behavioral Science
14(2): 83–84.
Copy Citation
This paper explicates Luhmann’s self-referential theory of autopoiesis. Luhmann shows how social systems work in self-reproducing fashion to define and perpetuate themselves. This process of autopoiesis depends heavily upon binary coding. Systems which define themselves in a unitary fashion face the problem of tautology (`legal is legal’). Systems thus turn to dichotomies or binary coding to define themselves (`legal is not illegal’). This in turn can lead to the problem of paradox (when something is defined in terms of what it is not), so that the systems are seen in Luhmann’s theory as utilizing procedures both for `de-tautologizing’ and `de-paradoxing’ themselves. This paper shows that Luhmann’s paradigm holds great promise for solving current problems of social theory and for moving theory forward. This is illustrated by applying Luhmann’s theory to two empirical examples: law and ecology.
Key words:
self-reference
,
autopoiesis
,
communication
,
binary coding
,
paradox
,
law
,
ecology
Bardmann T. & Foerster H. von (1997) Wir sind verdammt, frei zu sein! Ein Gespräch mit Heinz von Foerster. In: Bardmann T. M. (ed.) Zirkuläre Positionen: Konstruktivismus als praktische Theorie. Westdeutscher Verlag, Opladen: 49–56.
Bardmann T.
&
Foerster H. von
(
1997
)
Wir sind verdammt, frei zu sein! Ein Gespräch mit Heinz von Foerster
.
In: Bardmann T. M. (ed.)
Zirkuläre Positionen: Konstruktivismus als praktische Theorie
. Westdeutscher Verlag, Opladen: 49–56.
Copy Citation
Bettoni M. C. (1997) Constructivist foundations of modeling: A Kantian perspective. International Journal of Intelligent Systems 12: 577–95.
Bettoni M. C.
(
1997
)
Constructivist foundations of modeling: A Kantian perspective
.
International Journal of Intelligent Systems
12: 577–95.
Copy Citation
Export result page as:
CF Format
·
APA
·
BibTex
·
EndNote
·
Harvard
·
MLA
·
Nature
·
RIS
·
Science
Page
1
2
...
17
18
Please provide us with your
feedback/evaluation/suggestions