Fosnot C. T. & Perry R. S. (2005) Constructivism: A psychological theory of learning. In: Fosnot C. (ed.) Constructivism: Theory, perspectives, and practice. Teachers College Press, New York and London: 8–38. https://cepa.info/4762
Psychology – the way learning is defined, studied, and understood – underlies much of the curricular and instructional decision-making that occurs in education. Constructivism, perhaps the most current psychology oflearning, is no exception. Initially based on the work ofJean Piaget and LevVygotsky, and then supported and extended by contemporary biologists andcognitive scientists as they studied complexity and emergence, it is having major ramifications on the goals that teachers set for the learners with whomthey work, the instructional strategies teachers employ in working towardthese goals, and the methods of assessment used by school personnel to document genuine learning. What is this theory of learning and develop-ment that is the basis of the current reform movement and how is it different from other models of psychology?
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