ERIC Number: EJ846354
Record Type: Journal
Publication Date: 2005-Nov
Abstractor: As Provided
Reference Count: 61
What is the Constructivism in Constructive Alignment?
Jervis, Loretta M.; Jervis, Les
Bioscience Education e-Journal, v6 Article 5 Nov 2005
This paper examines the concept of constructive alignment in respect of science education. The concept is placed in the context of its two contributory components--constructivism and instructional alignment. The former has a well-established body of critical literature that highlights the challenges of constructivism for both science and science education. The instructional alignment component is a long-standing behaviourist approach to curriculum planning. Linking the two components in constructive alignment purports to offer "a theory of learning that is broad-based and empirically sound, and that easily translates into practice" married to "an aligned design for teaching". This approach appears to have the uncritical support of key organisations in UK Higher Education. However, we suggest that linking two contested theories is unlikely to lead to generally sound advice on either curriculum design or approaches to science teaching.
Descriptors: Curriculum Development, Curriculum Design, Science Education, Teaching Methods, Constructivism (Learning), Foreign Countries, Phenomenology, Expertise, Higher Education, Epistemology, Outcomes of Education
Centre for Bioscience, The Higher Education Academy. Room 9.15 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: firstname.lastname@example.org; Web site: http://www.bioscience.heacademy.ac.uk/journal
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom