Demystifying constructivism : the role for the teacher in new-technology exploiting learning situations
Adams, Paul; Hin, Lea Tan Wee and Subramaniam, R, eds. (2005) Demystifying constructivism : the role for the teacher in new-technology exploiting learning situations. In: Handbook of Research on Literacy in Technology at the K-12 Level. IGI Global Publishing, Hershey, PA, pp. 493-514. ISBN 9781591404941 (https://doi.org/10.4018/978-1-59140-494-1.ch028)
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This chapter introduces constructivism as a pedagogical construct from which educational professionals might begin to analyse new technology exploiting learning-teaching interactions. Following a brief history of constructivism as both epistemology and pedagogy it presents an overview of published literature through an analysis of the characteristics of constructivist learning and learning environments and the characteristics of constructivist teachers. Finally, seven principles by which teachers might begin to analyse practice are proposed and discussed via the deconstruction of three fictional, new technology exploiting, learningteaching vignettes. In this way it is hoped that educators in a variety of contexts will be able to engage in reflection concerning the theory and practice of constructivist pedagogy as related to personally held professional positions.
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Item type: Book Section ID code: 46519 Dates: DateEvent1 December 2005PublishedSubjects: Education > Theory and practice of education Department: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education Depositing user: Pure Administrator Date deposited: 21 Jan 2014 11:41 Last modified: 08 Apr 2024 13:08 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/46519