Between Constructivism and Connectedness

Teachers College Record, 2003

This article constitutes a critique from the inside of constructivist pedagogy. It begins with a short history of constructivist pedagogy and its relationship to constructivist learning theory. It then addresses four issues in the ways in which constructivist pedagogy are being approached in research and practice. The first issue recommends more of a research focus on student learning in classrooms that engage in constructivist pedagogy. The second leads to the suggestion of theory development that provides an understanding and descriptions of more and less effective constructivist teaching. The third centers on the necessarily deep subject matter knowledge required of teachers who adopt constructivist pedagogy; and the difficulty this requirement imposes on elementary teachers who must deal with many subject matter areas. And the fourth issue raises the possibility that the vision of constructivist pedagogy, as presently recommended, if not mandated, locally and nationally, is strongly ideological and may impose, inappropriately, a dominant view of pedagogy on those who wish to operate differently.

Perspektivy nauki i obrazovania – Perspectives of Science and Education, 2020

Introduction. The relevance of the research is underpinned by the lack of conceptual and methodological framework for the upgrade of educational practices against the background of common transition to new educational technologies associated with e-learning and distance learning technologies. The purpose of this article is to identify the key features of constructivist pedagogy to build the educational design understood as a set of teaching practices to create a series of educational events that allow a teacher to acquire the necessary knowledge and skills in the most effective way. Materials and methods. We used methods of critical analysis of modern constructivist epistemology approaches; we applied methods of ideal type differentiation and content analysis; we used principles of definition of concepts reflecting the substance of constructivist pedagogical paradigm. Results. The analysis of modern forms of the constructivist pedagogical paradigm revealed its capabilities for overcoming crisis points in modern processes of common transition to e-learning formats and distance learning technologies. Increasing information competence of teachers will make it possible to leverage constructivist methods and stimulate the students’ abilities to create their own sense of learning. Among the innovative educational technologies of constructivist pedagogy, there is a great potential for education related to the performance of creative artistic tasks in non-artistic professional education. Conclusion. The constructivist pedagogical paradigm is a new philosophy of education that is likely to systematically restructure the educational process at the undergraduate level and form an active position of student as the main subject of educational process.

The Elementary School …, 2002

2007

Constructivism is a popular concept in contemporary teacher education programs. However, a genuine concern arises with the concept's application because many teachers and teacher educators claim that knowledge is constructed, without appreciating the epistemological and pedagogical implications such a claim entails. This article employs Phillips'(1995) analytic framework that divides the pedagogical applications of constructivism into three distinct categories: the good, the bad, and the ugly.

2018

The constructivist approach in education has gained significant attention for its emphasis on learner-centered instruction, active engagement, and knowledge construction. This research paper provides an in-depth exploration of the constructivist approach, including its theoretical foundations, practical applications in the classroom, and implications for teaching and learning. Drawing on key literature and empirical studies, the paper examines the central tenets of constructivism, such as the role of prior knowledge, social interaction, and cognitive conflict in learning. Additionally, it discusses various instructional strategies and assessment methods aligned with the constructivist paradigm. Furthermore, the paper addresses the challenges and controversies surrounding the implementation of constructivist principles in educational settings, offering insights into effective approaches for overcoming barriers and maximizing the benefits of constructivist pedagogy. Overall, this research paper serves as a comprehensive resource for educators, researchers, and policymakers interested in understanding and leveraging the constructivist approach to promote meaningful and transformative learning experiences.

Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others to emphasize the active role of the learner in making sense of information through individual and social activity. Constructivism focuses on different aspects such as construction of knowledge, processing of existing structures, connecting new ideas sometimes through their own thinking and sometimes in collaboration with others. Constructivism can also be conceived as a revolt against the traditional objectivism. Educationists and researchers have focused on various types of constructivism such as - - (1) Cognitive constructivism, (2) Social constructivism, (3) Radical constructivism, (4) Critical constructivism, (5) Personal constructivism and (6) Emancipatory constructivism. This paper details the pedagogical aspects of cognitive and social constructivism and the elements such as theory of knowledge, learning process, learner, teacher and classroom transaction.

Universal Journal of Educational Research, 2015

In this overview study, we would like to present the basic constructivist approaches that have affected or influenced the current concept of education. The teacher-student interaction is reflected by personality, psychological traits, attitudes and cultural capital of the participants of the educational process as well as the teacher's effort to mediate the didactic content to the students. Concerning the changing roles of the teacher and the student, which is followed by a concept based on pedagogical constructivism, it is also important to accept the need for adequate training of undergraduate teachers and further education of teachers in practice. The present discourse analysis will focus on the implementation of constructivist theory in educational theory and didactics.

2022

Although constructivism is a concept that many instructors have adopted in recent years, the implications linked to the phrase are numerous and sometimes imperfectly understood. Teachers must have a thorough understanding of constructivism in order to assess its potential and utilise it wisely and successfully. This paper discusses the various key concepts, the pervasive misconceptions and instructional challenges of this widely promoted and increasingly popular philosophical framework for teaching across the entire school curriculum.

This article provides an overview of constructivism and its implications for classroom practices. To that end, it first describes the basic features of constructivism along with its major forms or variations. It then elucidates the constructivist view of knowledge, learning, teaching, and the relationship among these constructs. More specifically, it explains the assumptions and principles of constructivist pedagogy, bringing to the fore its core characteristics that differ fundamentally from other instructional paradigms. Last, the article presents how constructivism as a learning theory can guide the process of learning and teaching in real classroom settings.

This article discusses briefly constructivism in education. It shall be emphasized on exploring teaching and learning practices, and reviewing problems. Finally it is tried in the article to answer one question in this regard