Constructivist instruction success or failure? /
| Other Authors: | , |
|---|---|
| Format: | Electronic |
| Language: | English |
| Published: |
New York :
Routledge,
2009.
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| Subjects: | |
| Online Access: | Ebook Library ebrary View fulltext via EzAccess MyiLibrary |
Table of Contents:
- The success or failure of constructivist instruction : an introduction / Sigmund Tobias and Timothy M. Duffy
- Reconciling a human cognitive architecture / David Jonassen
- Constructivism in an age of non-constructivist assessments / Daniel L. Schwartz, Robb Lindgren, and Sarah Lewis
- Taking guided learning theory to school : reconciling the cognitive, motivational, and social contexts of instruction / Phillip Herman and Louis M. Gomez
- Beyond more versus less : a reframing of the debate on instructional guidance / Alyssa Friend Wise and Kevin O'Neill
- Constructivism : when it's the wrong idea and when it's the only idea / Rand J. Spiro and Michael DeSchryver
- What human cognitive architecture tells us about constructivism / John Sweller
- Epistemology or pedagogy, that is the question / Paul A. Kirschner
- How much and what type of guidance is optimal for learning from instruction? / Richard E. Clark
- Constructivism as a theory of learning versus constructivism as a prescription for instruction / Richard E. Mayer
- The empirical support for direct instruction / Barak Rosenshine
- Learning and constructivism / Walter Kintsch
- From behaviorism to constructivism : a philosophical journey from drill and practice to situated learning / J.D. Fletcher
- What's worth knowing in mathematics? / Melissa Sommerfeld Gresalfi and Frank Lester
- "To every thing there is a season, and a time to every purpose under the heavens" : what about direct instruction? / David Klahr
- Beyond the fringe : building and evaluating scientific knowledge systems / Richard A. Duschl and Ravit Golan Duncan
- An eclectic appraisal of the success or failure of constructivist instruction / Sigmund Tobias
- Building lines of communication and a research agenda / Thomas M. Duffy.