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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ673909
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-2004
Constructivism, Standards, and the Classroom Community of Inquiry.
Gregory, Maughn Rollins
Educational Theory, v52 n4 p397-408 Fall 2002
Examines how to reconcile constructivist pedagogy that emphasizes free student inquiry and self-correction with the demand that students learn content and inquiry methods required in the discipline-based educational standards, tracing this dilemma to an ambivalent regard for professional knowledge related to the pragmatist epistemology and reconciling the pragmatist defense of "warrantability" with the pragmatist credo of fallibilism. (SM)
Descriptors: Academic Standards, Constructivism (Learning), Elementary Secondary Education, Higher Education, Inquiry, Pragmatics
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Correction