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Seven posers in the constructivist classroom

Kotzee, Ben (2010) Seven posers in the constructivist classroom. London Review of Education 8 (2), pp. 177-187. ISSN 1474-8460.

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Official URL: http://dx.doi.org/10.1080/14748460.2010.487340

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.

Item Type: Article
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 > Geography, Environment and Development Studies
Depositing User: Administrator
Date Deposited: 31 Jan 2012 13:52
Last Modified: 11 Mar 2014 13:27
URI: http://eprints.bbk.ac.uk/id/eprint/4578

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