Publication 1106

Liss II D. R. (2014) Examining the Roles of Feedback and Models of Student Thinking in Pursuing Instructional Goals Inspired by Radical Constructivism. Constructivist Foundations 9(3): 407–409. Fulltext at https://cepa.info/1106
Open peer commentary on the article “Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners” by Christiane M. Herr. Upshot: Herr’s thought-provoking approach to structural design education targets goals that include fostering the development of students’ intrinsic motivation and shifting the instructor’s role from one of dispensing knowledge to one of guiding students’ conceptual organization of their experiences. This commentary is intended to start a dialogue regarding the affordances and constraints of particular approaches to achieving these goals. In particular, opportunities for self-generated feedback within the context of students’ productive activity and the use of models of individual student thinking to guide instructional planning are presented as promising possibilities.

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