Constructivism in Education

  • Filename: constructivism-in-education.
  • ISBN: 9781136476082
  • Release Date: 2012-10-12
  • Number of pages: 600
  • Author: Leslie P. Steffe
  • Publisher: Routledge



Unique in offering a multidisciplinary perspective on key issues of alternative epistemologies in education, this collection includes contributions from scholars in family therapy, epistemology, and mathematics, science, and language education. These respected researchers were brought together to develop the theme of constructivism as it applies to many diversified fields. This book examines key distinctions of various constructivist epistemologies, comparing and contrasting the various paradigms. Each section provides both keynote positions on a particular alternative paradigm as well as critical comments by respondents regarding that position. Several chapters also present a synthesis of the alternative epistemological perspectives.

Constructivism and Education

  • Filename: constructivism-and-education.
  • ISBN: 0521621356
  • Release Date: 1998-08-13
  • Number of pages: 305
  • Author: Marie Larochelle
  • Publisher: Cambridge University Press



An international collection dealing with the constructivist approach to education.

Constructivism in Science Education

  • Filename: constructivism-in-science-education.
  • ISBN: 9789401150323
  • Release Date: 2012-12-06
  • Number of pages: 234
  • Author: Michael R. Matthews
  • Publisher: Springer Science & Business Media



Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.

Constructivist Teacher Education

  • Filename: constructivist-teacher-education.
  • ISBN: 9781135715076
  • Release Date: 2005-08-15
  • Number of pages: 208
  • Author: Virginia Richardson
  • Publisher: Routledge



First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

Curriculum Planning

  • Filename: curriculum-planning.
  • ISBN: 9781478628101
  • Release Date: 2015-01-09
  • Number of pages: 502
  • Author: Kenneth T. Henson
  • Publisher: Waveland Press



The fifth edition of this critically acclaimed approach to curriculum planning continues to receive accolades for its balanced presentation, pertinent case studies, and advice from practicing educators. It skillfully interweaves the themes of multicultural education, constructivism, and education reform. The author documents the latest trends, such as e-learning, blended learning and flipped learning, the controversial Common Core State Standards, and the impact of technology in our schools, including the BYOD (bring your own device) movement, digital citizenship, and technological literacy. This well-researched text spotlights ways to involve parents, students, and teachers in the curriculum-planning process and engages the reader in critical thinking and analysis about curriculum planning and education reform.

Innovations in Teacher Education

  • Filename: innovations-in-teacher-education.
  • ISBN: 9780791481844
  • Release Date: 2012-02-01
  • Number of pages: 168
  • Author: Clive Beck
  • Publisher: SUNY Press



Presents key principles of teacher education and concrete examples from successful programs.

Information Technology and Constructivism in Higher Education Progressive Learning Frameworks

  • Filename: information-technology-and-constructivism-in-higher-education-progressive-learning-frameworks.
  • ISBN: 9781605666556
  • Release Date: 2009-05-31
  • Number of pages: 414
  • Author: Payne, Carla R.
  • Publisher: IGI Global



"This volume is grounded in the thesis that information technology may offer the only viable avenue to the implementation of constructivist and progressive educational principles in higher education, and that the numerous efforts now under way to realize these principles deserve examination and evaluation"--Provided by publisher.

Philosophy Science Education and Culture

  • Filename: philosophy-science-education-and-culture.
  • ISBN: 9781402037702
  • Release Date: 2006-02-22
  • Number of pages: 490
  • Author: Robert Nola
  • Publisher: Springer Science & Business Media



Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

Constructivism in Science Education

  • Filename: constructivism-in-science-education.
  • ISBN: 8183563457
  • Release Date: 2008-01-01
  • Number of pages: 238
  • Author: K. V. Sridevi
  • Publisher: Discovery Publishing House



Study conducted at Demonstration Multipurpose School and Kendriya Vidyalaya situated in Mysore, Karnataka, India.

The Practice of Constructivism in Science Education

  • Filename: the-practice-of-constructivism-in-science-education.
  • ISBN: 9781136489747
  • Release Date: 2012-11-12
  • Number of pages: 360
  • Author: Kenneth G. Tobin
  • Publisher: Routledge



This volume provides a needed elaboration of theories and potential applications of constructivism in science education. Although the term "constructivism" is used widely, there has been a dearth of materials to guide science educators concerning the potential of constructivism to influence what is done in the field. In fact, there has been a tendency for constructivism to be viewed as a method that can be used in a classroom. This view tends to diminish the power of constructivism as a way of thinking about education, and in particular, about science education. The chapters in this book address the need to document the theoretical roots of constructivism and to describe how practitioners have applied constructivist oriented beliefs in the practice of K-12 teaching of science and mathematics, as well as teacher education. Not only does this book contain different theoretical perspectives on constructivism, but it also features a chapter that critiques constructivism as an epistemology. Specific topics covered include: * cooperative learning, * the negotiation of meaning, * problem centered learning, * social construction of knowledge, * science in culturally diverse settings, * curriculum planning and implementation, and * instructional technology. Issues associated with the preparation and enhancement of science teachers and the reform of science education are also explored.

Radical Constructivism in Mathematics Education

  • Filename: radical-constructivism-in-mathematics-education.
  • ISBN: 9780306472015
  • Release Date: 2006-04-11
  • Number of pages: 250
  • Author: E. von Glasersfeld
  • Publisher: Springer Science & Business Media



Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind.

Socio Cultural Perspectives on Science Education

  • Filename: socio-cultural-perspectives-on-science-education.
  • ISBN: 9789401152242
  • Release Date: 2012-12-06
  • Number of pages: 221
  • Author: W.W. Cobern
  • Publisher: Springer Science & Business Media



Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is `Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

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