NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ787337
Record Type: Journal
Publication Date: 2001-Jan
Pages: 19
Abstractor: Author
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0018-1498
Constructivism in Theory and Practice: Toward a Better Understanding
Applefield, James. M.; Huber, Richard; Moallem, Mahnaz
High School Journal, v84 n2 p35-53 Dec 2000-Jan 2001
Although constructivism is a concept that has been embraced by many teachers over the past 15 years, the meanings that are attached to this term are varied and often inadequately understood. Teachers need to have a sound understanding of what constructivism means to evaluate its promise and to use it knowledgeably and effectively. This paper explicates some of the theoretical background of constructivism and then presents a detailed example in which a traditional classroom lesson and a constructivist version of the same lesson are described and analyzed. Also discussed are pervasive myths and important instructional issues of this widely advocated and increasingly popular philosophical framework for teaching across the entire K-12 curriculum.
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/journals/j-hsj.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A