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      Seven posers in the constructivist classroom

      research-article
      London Review of Education
      IOE Press
      CONSTRUCTIVISM, EPISTEMOLOGY, PEDAGOGY, LEARNING THEORY, HIGHER EDUCATION
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            Abstract

            In education, 'constructivism' constitutes the 'grand unified theory' of the moment. In this article, I maintain that constructivism as a theory of knowledge and constructivism as pedagogy are distinct and that the question of what constructivism about knowledge implies for teaching is under-theorised. Seven classroom scenarios are sketched that illustrate the problems that a constructivist view of knowledge can create in the classroom. It is concluded that constructivist epistemology undermines effective teaching; as such, realistic teaching practice cannot proceed from constructivist assumptions regarding the nature of knowledge. The conclusion, however, is neutral regarding teaching practice: constructivist epistemology is neither sufficient nor necessary for what is called 'constructivist' teaching practice.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2010
            : 8
            : 2
            : 177-187
            Article
            1474-8460(20100701)8:2L.177;1- s8.phd /ioep/clre/2010/00000008/00000002/art00008
            10.1080/14748460.2010.487340
            368c2962-d479-48d5-9489-5fc09947b9e8
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            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            EPISTEMOLOGY,PEDAGOGY,CONSTRUCTIVISM,HIGHER EDUCATION,LEARNING THEORY

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