BIROn - Birkbeck Institutional Research Online

    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.

    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.


    Item Type: Article
    Keyword(s) / Subject(s): constructivism, epistemology, pedagogy, learning theory, higher education
    School: Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Social Sciences
    Depositing User: Administrator
    Date Deposited: 31 Jan 2012 13:52
    Last Modified: 02 Aug 2023 16:57


    Activity Overview
    6 month trend
    6 month trend

    Additional statistics are available via IRStats2.

    Archive Staff Only (login required)

    Edit/View Item Edit/View Item