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ERIC Number: ED318631
Record Type: Non-Journal
Publication Date: 1990
Pages: 39
Abstractor: N/A
Reference Count: N/A
Collaboration and Constructivism in the Science Classroom.
Roth, Wolff-Michael
Over the past several years, an increasing number of educators have come to believe that teaching should acknowledge the transactional nature of knowledge and suggest that a shift be made to focus on social practice, meaning, and patterns. This style of teaching proposes that it is important to permit students to construct knowledge meaningfully in an appropriate social context. The purpose of this paper is to provide some examples of teaching practices that are compatible with this constructivist view of learning in a social and collaborative context. Discussed are basic beliefs and central metaphors of teaching, sources of case materials, teaching events, and reflections from a semiotic perspective. Heuristic diagrams are provided. (CW)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A