Kotzee, Ben (2010) Seven posers in the constructivist classroom. London Review of Education 8 (2), pp. 177-187. ISSN 1474-8460.Full text not available from this repository.
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.
|Keyword(s) / Subject(s):||constructivism, epistemology, pedagogy, learning theory, higher education|
|School or Research Centre:||Birkbeck Schools and Research Centres > School of Social Sciences, History and Philosophy > Social Policy and Education|
|Date Deposited:||31 Jan 2012 13:52|
|Last Modified:||17 Apr 2013 12:22|
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