Publication 3614

Fosnot C. T. (2005) Constructivism revisited. Implications and reflections. In: Fosnot C. T. (ed.) Constructivism: Theory, perspectives, and practice. Second edition. Teachers College Press, New York: 276–291. Fulltext at https://cepa.info/3614
Excerpt: Most contemporary neurobiologists and cognitive scientists agree: knowledge is actively constructed. The implications of constructivism for education, however, remain controversial. In the last ten years schools have been engaged in a flurry of reform initiatives encompassing new curricula, new forms of assessment, new standards, and professional development. But various interpretations of constructivism abound, often equating it with “hands-on“ learning, discovery, and a host of pedagogical strategies. Resulting confusion and misinterpretation has resulted in public attacks by the media, by parents, and even at times various groups in the academic community. Thus it seems appropriate in this speech, to reflect on the biological and cognitive science evidence and to provide further implications for an application of the theory to education.

External

External

The publication has not yet bookmarked in any reading list

You cannot bookmark this publication into a reading list because you are not member of any
Log in to create one.

There are currently no annotations

To add an annotation you need to log in first

Download statistics

Log in to view the download statistics for this publication
Export bibliographic details as: CF Format · APA · BibTex · EndNote · Harvard · MLA · Nature · RIS · Science