Constructivist Teaching. Fastback 390.

Autor/in	Zahorik, John A.
Institution	Phi Delta Kappa, Bloomington, IN.
Titel	Constructivist Teaching. Fastback 390.
Quelle	(1995), (44 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87367-390-5
Schlagwörter	Classroom Techniques; Constructivism (Learning); Educational Philosophy; Elementary Secondary Education; Knowledge Base for Teaching; Teacher Attitudes; Teaching Methods; Teaching Styles; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Klassenführung; Bildungsphilosophie; Erziehungsphilosophie; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Theorie-Praxis-Beziehung
Abstract	This fastback examines the theory and practice of constructivist teaching and suggests how teachers can decide what form of constructivist teaching they might want to use. Constructivist teaching theory is explored under the headings "knowledge" and "humans." According to constructivist theory, knowledge is constructed by humans, it is conjectural and fallible, and it grows through exposure. Humans have a built-in aversion to disorder and have internal knowledge structures that guide perceptions, understanding, and action. Five elements of one conception of constructivist teaching practice include; activating prior knowledge, acquiring knowledge, understanding knowledge, using knowledge, and reflecting knowledge. The four types of constructivist teaching that emerge from these five elements are application, discovery, extension, and invention. Examples of these types are given. The next section focuses on beliefs and their importance in deciding about constructivist teaching and which forms to use. In the last sections, threats to implementation and the future of constructivist teaching are discussed. (Contains 14 references.) (ND)
Anmerkungen	Phi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01