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ERIC Number: ED556116
Record Type: Non-Journal
Publication Date: 2015
Pages: 237
Abstractor: As Provided
Toward the Application of Constructivism and Constructionism to Work-Related Training in Service of the Enhancement of Human Capital Development in Postsecondary Education Settings in the United States
Mays, Antje
Online Submission, Ed.D. Dissertation, California Coast University
Education research and employer surveys reveal that the skill gap in the United States spans across the realms of academic foundations, industry qualifications and technical competencies, higher-order cognitive skills, and behavioral skills and values. The purpose of this investigation was to identify key components of the two theoretical models of constructivism and constructionism which have been found to enhance children's intellectual and affective development and to apply these components to career instruction in postsecondary education settings. Through a critical analysis of existing theory and research related to human capital, constructivism, and constructionism, the components which might be logically applied to workforce development in postsecondary career education settings in the United States were identified. The goal of applying constructivist and constructionist strategies would be to empower postsecondary career learners to internalize their career fields' knowledge base and its practical applications as well as strengthen learners' analytical skills, creativity, perseverance, ethics, and behavioral workplace competencies. To accomplish this goal, seven core components were distilled from constructivism and constructionism: the whole person, knowledge structures, strategically prepared learning environments, the teacher as expert guide and subtle facilitator, experiential learning, social interaction and collaborative learning, and reflection.
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A