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ERIC Number: EJ892731
Record Type: Journal
Publication Date: 2010-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1474-8460
Seven Posers in the Constructivist Classroom
Kotzee, Ben
London Review of Education, v8 n2 p177-187 Jul 2010
In education, "constructivism" constitutes the "grand unified theory" of the moment. In this article, I maintain that constructivism as a theory of knowledge and constructivism as pedagogy are distinct and that the question of what constructivism about knowledge implies for teaching is under-theorised. Seven classroom scenarios are sketched that illustrate the problems that a constructivist view of knowledge can create in the classroom. It is concluded that constructivist epistemology undermines effective teaching; as such, realistic teaching practice cannot proceed from constructivist assumptions regarding the nature of knowledge. The conclusion, however, is neutral regarding teaching practice: constructivist epistemology is neither sufficient nor necessary for what is called "constructivist" teaching practice. (Contains 1 note.)
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; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A