Download Constructivist Instruction: Success or Failure? by Sigmund Tobias, Thomas M. Duffy PDF

By Sigmund Tobias, Thomas M. Duffy

Constructivist guide: good fortune or Failure? brings jointly top thinkers from either side of the hotly debated controversy approximately constructivist ways to guideline. even supposing constructivist theories and perform now dominate the fields of the educational sciences, tutorial know-how, curriculum and educating, and academic psychology, they've got additionally been the topic of sharp feedback relating to sparse examine aid and hostile examine findings. This quantity presents:

  • the facts for and opposed to constructivism;
  • the demanding situations from information-processing theorists; and
  • commentaries from prime researchers in parts equivalent to textual content comprehension, expertise, in addition to math and technology schooling, who speak about the constructivist framework from their perspectives.

Chapters current distinct perspectives from either side of the debate. a particular function of the publication is the discussion equipped into it among the various positions. each one bankruptcy concludes with discussions during which authors with opposing perspectives elevate questions on the bankruptcy, through the author(s)’ responses to these questions; for a few chapters there are a number of cycles of questions and solutions. those discussions, and concluding chapters by way of the editors, make clear, and sometimes slim the variations among positions and determine wanted research.

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Extra info for Constructivist Instruction: Success or Failure?

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Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, ­problem-­based, experiential, and ­inquiry-­based teaching. Educational Psychologist, 41(2), 75–86. Kolodner, J. (1992). An introduction to ­case-­based reasoning. Artificial Intelligence Review, 6(1), 3–34. Larkin, J. H. (1983). The role of problem representation in physics. In D. Gentner & A. L. ), Mental models (pp. 75–98). Hillsdale, NJ: Lawrence Erlbaum Associates. , & Wenger, E.

P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston. Bransford, J. , Franks, J. , Vye, N. , & Sherwood, R. D. (1989). New approaches to instruction: Because wisdom can’t be told. In S. Vosniadou & A. ), Similarity and analogical reasoning (pp. 470–497). New York: Cambridge University Press. Bransford, J. , & Stein, B. S. (1984). The ideal problem solver: A guide for improving thinking, learning, and creativity. New York: W. H. Freeman. Bruner, J. (1990). Acts of meaning.

If one’s instructional goal is the development of sustained interest, then solo drill 36 D. L. Schwartz et al. and practice will probably not fare very well. Instead, instruction that creates a social matrix of participation is likely to be more useful (Barron, 2004). In contrast, if the goal is to create efficiency in highly stable and repetitive contexts, then individual drill and practice may be very effective. One style of instruction does not fit all outcomes. The relation between instruction and outcomes is mediated by the specific learning processes that are engaged.

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