Constructivism in Theory and Practice: Toward a Better Understanding

Autor/inn/en	Applefield, James. M.; Huber, Richard; Moallem, Mahnaz
Titel	Constructivism in Theory and Practice: Toward a Better Understanding
Quelle	In: High School Journal, 84 (2001) 2, S.35-53 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	Constructivism (Learning); Elementary Secondary Education; Theory Practice Relationship; Resistance to Change; Natural Sciences; Social Sciences; Interpersonal Relationship; Educational Strategies; Cooperative Learning; Classroom Environment; Physical Sciences; Social Environment + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Naturwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrstrategie; Kooperatives Lernen; Klassenklima; Unterrichtsklima; Natural sciences; Naturwissenschaft; Soziales Umfeld
Abstract	Although constructivism is a concept that has been embraced by many teachers over the past 15 years, the meanings that are attached to this term are varied and often inadequately understood. Teachers need to have a sound understanding of what constructivism means to evaluate its promise and to use it knowledgeably and effectively. This paper explicates some of the theoretical background of constructivism and then presents a detailed example in which a traditional classroom lesson and a constructivist version of the same lesson are described and analyzed. Also discussed are pervasive myths and important instructional issues of this widely advocated and increasingly popular philosophical framework for teaching across the entire K-12 curriculum. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10