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Topic: Constructivism (pedagogical)

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	Constructivism - Wikipedia, the free encyclopedia
		In education, constructivism is a learning theory which holds that knowledge is not transmitted unchanged from teacher to student, but instead that learning is an active process of recreating knowledge.
		In philosophy, constructivism is a view that reality, or at least our knowledge of it, is a value-laden subjective construction rather than a passive acquisition of objective features.
		In art and architecture, constructivism was an artistic movement in Russia from 1914 onward in favour of "pure" art with no social function which used designs influenced by, and materials used in, industry.
	en.wikipedia.org /wiki/Constructivism (301 words)

	Michael R. Matthews / OLD WINE IN NEW BOTTLES: A PROBLEM WITH CONSTRUCTIVIST EPISTEMOLOGY
		Constructivism’s stress on pupil engagement in learning, and the importance of understanding student’s current conceptual schemes in order to teach fruitfully, are progressive; as is its stress on dialogue, conversation, argument, and the justification of student and teacher opinions in a social setting.
		Constructivism bristles with philosophical questions: it explicitly assumes positions in the philosophy of science, the philosophy of mind, and the philosophy of education.
		That a leading constructivist identifies Vico and Berkeley as the founders of constructivism and lauds their philosophy is indicative of the ambiguous relationship between constructivism and modern science, including science education: Vico and Berkeley were the avowed opponents of the Scientific Revolution and of the work of Galileo, Newton and others.
	www.ed.uiuc.edu /EPS/PES-Yearbook/92_docs/Matthews.HTM (3481 words)

	Constructivism (learning theory) - Wikipedia, the free encyclopedia
		Constructivism is a set of assumptions about the nature of human learning that guide constructivist learning theories and teaching methods.
		Constructivism values developmentally appropriate, teacher-supported learning that is initiated and directed by the student.
		A journey into Constructivism by Martin Dougiamas, 1998-11.
	en.wikipedia.org /wiki/Constructivism_(pedagogical) (625 words)

	emTech - Constructivism (Site not responding. Last check: 2007-10-13)
		Constructivism is often related to the philosophies of Dewey and Rousseau, and inspired by Piaget and Vygotsky.
		Constructivism and cooperation between scientists and educators: A reply to Crowther by Thomas H. Illman.
		Constructivism and narrative psychology.- Luis Botella, Ramon Llull University.
	www.emtech.net /links/construc.htm (8632 words)

	Nancy Pon - E-Gallery (Site not responding. Last check: 2007-10-13)
		Constructivism is defined as "that philosophical position which holds that any so-called reality is, in the most immediate and concrete sense, the mental construction of those who believe they have discovered and investigated it" (Saunders, 1992, p.
		Constructivism, however, does not consider the zones of proximal development entailed in social constructivism, or the developmental stages of the brain involved in cognitive constructivism.
		Radical constructivism, proposed by von Glasersfeld (1987b), extends the idea of constructing knowledge to truly radical limits, stating that knowledge is totally subjective, since it is constructed in the minds of individuals based on their unique personal experiences.
	www.ucalgary.ca /~egallery/volume3/pon.html (6628 words)

	The Construction of Science Teacher Knowledge and Its Relationship to "What Works" in the Classroom: A Case ...
		Most interns were able to implement constructivism in their classrooms, although nearly 33% felt they would not be able to implement constructivism in their first year of teaching.
		Constructivism refers to the belief that human knowledge is constructed, and that it is constructed within human minds and within social communities (Richardson, 1999).
		One student commented that constructivism "relates science to the real world through hands-on activities, discussion or dialog with students, and lectures that relate current events and science." One observation that was evident was that TEEMS interns referred to students in their explanations more often after their internships.
	www.gsu.edu /~mstjrh/teemsfinland.html (8692 words)

	Contesting Learning Models
		The pedagogic contract sets the tone of the teaching-learning relationship between students and teacher(s) - a relationship that requires a level of trust on behalf of the student that the teacher will indeed use their competencies, knowledge and skills to facilitate learning.
		Three central principles of constructivism are that: a) "learning involves mental construction of knowledge by individuals, rather than absorption from external sources"; b) the "concept of absolute truth" is replaced with the "concept of viability"; and c) "knowledge construction is a social and cultural process mediated by language" (Catherine Milne and Peter Taylor, 1995, p.
		While constructivism, whether radical or social, has a lot to offer pedagogical practices in science, there are three grounds for critique of it that mean I cannot totally endorse it as it is realised in science education.
	www.aare.edu.au /99pap/hil99582.htm (5020 words)

	Sloan-C - Publications - Journal: JALN - Vol5:1
		Constructivism replaces the standard curriculum with solving problems within the context of a person's previous knowledge.
		Indeed, the pedagogical methodology may be the area where faculty define their "core professional identity" and not the physical location wherein they practice the method.
		No data was gathered of teachers' pedagogical practices prior to entering the course, and no follow-up study was done upon their exiting.
	www.aln.org /publications/jaln/v5n1/v5n1_gold.asp (11471 words)

	constructivism and computer-based learning environments (Site not responding. Last check: 2007-10-13)
		Constructivism shifts the attention from teaching to learning where students are to “construct their own understandings and capabilities in carrying out challenging tasks” ( Collins, 1991, p.
		Pedagogically, this view “focuses on the interactive, dialogic relationship between the learner and the learning environment, including the material presented by the teacher” ( Doll, 1993, p.
		Constructivism, on the other hand, calls for students to show their understanding in deeper ways, to explain or demonstrate their knowledge by synthesizing previously learned information into new inferences or design solutions.
	mcel.pacificu.edu /jahc/jahcv1/K-12/gance.html (2032 words)

	Dec04_04
		The pedagogical considerations and the ways of using the technology to achieve the pedagogical benefits are what is important.
		Constructivism is a theory that regarding learning and knowledge that suggests that human beings are active learners who construct their knowledge both from personal experiences and their efforts to give meaning to these experiences.
		Constructivism suggests that learners learn concepts or construct meaning about ideas through their interaction with others, with their world, and through interpretations of that world by actively constructing meaning.
	www.itdl.org /journal/Dec_04/article04.htm (6501 words)

	Content and Process in Constructivist Teacher Education
		Constructivism as an epistemology or way of knowing is based on a theory of the possibility of knowing objective reality (Staver, 1998).
		Constructivism questions the separation between the observer and the observations, the knower and the known.
		An understanding of the nature of pedagogical content knowledge leads teacher educators to work more closely with arts and sciences faculty to help students integrate their experiences in content courses with their experiences in teacher education courses.
	www.esu.edu /sps/Dean/content_and_process.htm (6287 words)

	Who are the Children We Teach
		Sociological constructivism is concerned with the way in which public bodies of knowledge and disciplines of science and technology are socially constructed and interpreted in terms of changing social conditions and interests.
		As we explore educational constructivism, we should remember that the dimensions are not distinct, in and of themselves, but rather the dimensions overlap and blend with each other depending on the learning situation.
		In a discussion of critical constructivist pedagogical reform, Taylor (1993) stressed the importance of teachers becoming "critically aware of the nature of the prevailing ideology that shapes their pedagogical beliefs and practices and of their social roles in propagating the ideology amongst colleagues and students" (p.
	pt3.nmsu.edu /educ621/cynthia2001.html (4081 words)

	Constructivism: A Suitable Pedagogy for Information and Computing (Site not responding. Last check: 2007-10-13)
		Constructivism is a major intellectual influence on the development of modern learning technology.
		It is argued that constructivism provides a set of ideas that should have a deeper and more widespread impact on ICS teaching and learning.
		In the CORE approach the pedagogical emphasis is on enabling the learner to construct their own understanding of the rules of their language.
	www.ics.ltsn.ac.uk /pub/conf2000/Papers/tboyle.htm (2552 words)

	Centre for Research on Networked Learning and Knowledge Building: Scientific Background
		In practical pedagogical situations, putative "constructivist" assumptions may also be dangerous and counter-productive if they guide teachers or students to belief that sophisticated knowledge and skills can be attained by relying only on a student's own constructive efforts without teachers’ systematic and deliberate efforts to help all students to adopt cultural knowledge.
		We are trying to go beyond the naive constructivism discussion by engaging in a concrete analysis of processes and activities that are in the background of knowledge construction.
		Considering the pedagogical goals of the school, this expert functioning is very positive, and may also significantly facilitate development of other academic skills.
	www.helsinki.fi /science/networkedlearning/eng/delete.html (4315 words)

	Discussion on Education: Two comments
		Constructivism is a theory of learning, and so it states that it's the way students learn (building on what they already know; contructing understanding) regardless of pedagogical specifics; even during a lecture or when the teacher is an authority figure.
		First, if constructivism as a theory of learning (and it is), then we can conclude that as far as introducing it into the teaching of mathematics, it applies equally to lectures and other traditional techniques as to these new student-directed activities which are all the rage.
		Constructivism, as you point out, is not an instructional technique.
	discusseducation.blogspot.com /2004/10/two-comments.html (324 words)

	Martel, Angéline: Constructing learning with technologies
		In summary, it shows that constructivism refers to the post-modern educational paradigm that postulates that the learner constructs his or her own interpretation of events and information.
		Constructivism also opens an interpretive avenue for interculturalism although it does not yet theorize on the notion.
		In parenthesis and italics are indicated aspects and principles of constructivism (or instructivism) that are invoked in reference to Table 1.
	ourworld.compuserve.com /homepages/michaelwendt/Seiten/Martel.htm (5224 words)

	Constructivism and Online Education (Doolittle)
		It needs to be re-emphasized that constructivism is a theory of knowledge acquisition, not a theory of pedagogy; thus, the nexus of constructivism and online education is tentative, at best.
		This pedagogical statement is attainable, but is currently not being addressed adequately.
		The key to online education and constructivism is not whether or not the potential exists, but rather, whether or not the potential will be actualized.
	edpsychserver.ed.vt.edu /workshops/tohe1999/online.html (1048 words)

	eleed - Pedagogical quality in e-learning (Site not responding. Last check: 2007-10-13)
		It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach.
		Instead of attempting to achieve pedagogical neutrality, it is argued that it is necessary to focus on design of technology that explicitly supports a certain learning theoretical approach.
		Hoel (2002) argues that the standardisation of e-learning lacks pedagogical consideration, and he criticises the SCORM standard for a focus strictly on content without considering the consequences for and restrictions on activities of a learning environment.
	eleed.campussource.de /archiv/78 (6106 words)

	Untangling Teachers’ Diverse Aspirations for Student Learning:
		More importantly, framing pedagogical guidance toward independent learning objectives enables us to be hard-edged and specific in contrast to the diffuse and undifferentiated theory-based guidance that, thus far, has served the cause of teaching reform so poorly.
		This leads to the major pedagogical lesson that crossdisciplinarity offers teaching reform: There is no magic "reform method" that addresses the multiple forms of learning that teachers may aspire to for their students.
		Lecture, as a pedagogical practice, is oriented to conceptual development (albeit, without providing the level of support for students’ conceptual restructuring envisioned for constructivist pedagogy).
	lchc.ucsd.edu /MCA/Kirshner.html (5054 words)

	Constructivism and Instructional Design (Site not responding. Last check: 2007-10-13)
		Constructivism believes an individual’s understanding of and ability to use a concept depends on the experience in which the idea is embedded.
		Constructivism insists assessment is not a separate activity carried out after instruction using an objective measurement instrument "scientifically proven" to reveal the learner’s success or failure.
		At this point, constructivism and objectivism are viewed as two extremes on a continuum with most designers and theorists assuming positions that fall somewhere between the two views.
	www.gsu.edu /~mstswh/courses/it7000/papers/construc.htm (2066 words)

	Teaching Tactics and Dialog in AutoTutor (Site not responding. Last check: 2007-10-13)
		A dialog manager coordinates the conversation that occurs between a learner and a pedagogical agent, whereas lesson content and world knowledge are represented in a curriculum script and latent semantic analysis.
		Constructivism is the most popular general approach to cracking the barrier of shallow knowledge (Biggs, 1996; Bransford, Goldman, and Vye, 1991; Brown, 1988; Chi, deLeeuw, Chiu, and LaVancher, 1994; Palincsar and Brown, 1984; Papert, 1980; Piaget, 1952; Pressley and Wharton-McDonald, 1997; Rogoff, 1990; VanLehn, Jones, and Chi, 1992; Vygotsky, 1978).
		Dialectical constructivism stipulates that complex learning primarily occurs through an interaction between learners and their environments, whereas exogenous constructivism emphasizes the constraints of the outside world and endogenous constructivism emphasizes the cognitive and biological constraints of the learner (Moshman, 1982).
	mnemosyne.csl.psyc.memphis.edu /trg/papers/IJAIED.htm (5870 words)

	Seeking connections and searching for meaning: teaching as reflective practice
		Constructivism itself has taken on a variety of meanings with "radical constructivism" (von Glaserfeld, 1987) becoming a very significant influence in mathematics education during the 1980s in particular.
		They argue that constructivism "at least as it has applied to mathematics education, has focused almost exclusively on the processes by which individual students actively construct their own mathematical realities" and that "far less attention has been given to the interpersonal or social aspects of mathematics learning and teaching".
		She suggests that teachers' pedagogical styles are a personal response to a set of assumptions about the subject and its teaching and learning, to a set of educational and philosophical traditions, and to a set of institutional and societal constraints.
	www.leeds.ac.uk /educol/documents/00001565.htm (12276 words)

	Current National Science Foundation grant: Developing AutoTutor for computer literacy and physics (2001-2004) (Site not responding. Last check: 2007-10-13)
		Dialectical constructivism stipulates that complex learning primarily occurs through an interaction between learners and their environments, whereas exogenous constructivism emphasizes the constraints of the outside world and endogenous constructivism emphasizes the cognitive and biological constraints of the learner (Moshman, 1982).
		Effective pedagogical activities may not be the same for different domains of knowledge and different classes of learners.
		In some cases, there is a pedagogical value in having the knowledge be articulated precisely, formally, and with appropriate symbols rather than the informal language that is typical of conversation (Biber, 1988; Clark, 1996).
	www.autotutor.org /what/nsf2.htm (12060 words)

	Calculus: Seeing is Believing - Pedagogical Motivations (Site not responding. Last check: 2007-10-13)
		According to this movement, mathematical knowledge is constructed in an interactive way through instructor-student and inter-student dialogue, rather than built in an axiomatic sense such as the "new math" of 20 years ago, or in the reductionistic, algorithmic sense dominant in secondary and introductory college mathematics.
		While I hold serious concerns about the relativizing of mathematical knowledge that occurs when social constructivism is adopted as a philosophy of mathematics, I believe that it sheds light on the educational process, and some of its tenets can be used to enhance pedagogy.
		It is presented to illustrate that a careful consideration of one’s pedagogical goals, and of the alternative methods of attaining them, can be a valuable exercise.
	faculty.bennington.edu /~gvanbrum/labmotiv.htm (1026 words)

	(Ruokamo H., Pohjolainen S.) Pedagogical Principles for Evaluation of Hypermedia-Based Learning Environments in ... (Site not responding. Last check: 2007-10-13)
		These emphasise the importance of constructivism and the learner's activity in building mental models of the mathematical knowledge.
		The purpose of the paper is to discuss basic pedagogical principles that may serve as starting points and guidelines in the evaluation of hypermedia-based learning environments.
		Two existing hypermedia learning environments will be introduced and evaluated on the basis of the pedagogical principles presented.
	www.jucs.org /jucs_4_3/pedagogical_principles_for_evaluation (183 words)

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