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ERIC Number: EJ866448
Record Type: Journal
Publication Date: 2009-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1354-0602
The Misuses and Effective Uses of Constructivist Teaching
Gordon, Mordechai
Teachers and Teaching: Theory and Practice, v15 n6 p737-746 Dec 2009
Constructivism has emerged as a very powerful model for explaining how knowledge is produced in the world as well as how students learn. Moreover, constructivist teaching practices are becoming more prevalent in teacher education programs and public schools across the nation, while demonstrating significant success in promoting student learning. In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. He outlines some of the ways in which constructivism has been misconstrued and analyzes several ways in which constructivist teaching has been misused. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Grade 5; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A