Publication 7258

Urbanowski R. (1997) Constructivism in health education programs. 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: **MISSING PAGES**. Fulltext at https://cepa.info/7258
Constructivism is an educational philosophy, strategy, and methodology that has gained a foothold in mainstream educational literature. It has been applied to an androgogical population in higher education. Current educational trends are focused not so much on evaluation as they are on developing criticism within learners. Higher education is beginning to promote a refocus on knowledge construction. Constructivism promotes an understanding of the learner in the context of the learning environment where the learner is an active participating member that is constructing, reconstructing, and deconstructing knowledge constantly. With this in mind, constructivism seeks to find the balance between the learners’ and the instructors’ responsibility for designing, implementing, and evaluating the learning ‘experience’ where knowledge emerges. There is a lot of discussion in educational literature of the health professions today regarding the use of clinical reasoning, problem-based learning, or the plethora of other curriculum design strategies that seek to develop the intuitive mind of the clinicians (Boelen, 1990; Jacobs, Aja, Hermenau, 1994; Lindsey, Pinnix Cox, 1994; Pope-Davis, Prieto, Whitaker, Pope-Davis, 1993). Effective and efficient evaluation of these various strategies requires the use of a philosophical kaleidoscope through which various strategies can be viewed. This article will provide the reader with an introduction to the constructivist kaleidoscope.

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