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Bringing together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction, this book presents the evidence for and against constructivism and detailed views from both sides of the controversy. A distinctive feature is the dialogue built into it between the different positions.
Bringing together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction, this book presents the evidence for and against constructivism and detailed views from both sides of the controversy. A distinctive feature is the dialogue built into it between the different positions.
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Autorenporträt
Sigmund Tobias is Distinguished Research Scientist at the Institute for Urban and Minority Education and Visiting Professor of Cognitive Studies in Education at Teachers College, Columbia University. His scholarly credentials include a long list authored, co-authored, and edited scholarly publications; grants; awards; invited addresses, and conference presentations. In addition, he is one of five former refugees who participated in the documentary film, Shanghai Ghetto, describing how a group of European Jews found safety from the Holocaust in Shanghai, China, during the Second World War, and which which won an Audience Choice Award at the Santa Barbara Film Festival. Tobias returned to Shanghai as a Visiting Professor at the Shanghai Institute of Education, where he began a memoir describing the life of his family in the refugee community in Shanghai. The book was subsequently published as Strange Haven: A Jewish Childhood in Wartime Shanghai. Thomas M. Duffy is the Barbara Jacobs Chair of Education and Technology at Indiana University and the founding director of the Center for Research on Learning and Technology. He is a professor in instructional systems technology and the cognitive science program. His academic career has been dedicated to exploring the design and use of information in education and the workplace. Professor Duffy has written or edited several books and is the author of over 100 papers on learning, performance, and technology. He and his colleagues have also developed the Ready Program (adult literacy instruction), Strategic Teaching Frameworks (multimedia, teacher professional development), and ACT, an asynchronous collaboration tool for small group problem solving.
Inhaltsangabe
Foreword, Robert J. Sternberg Preface Part I. Introduction Chapter 1. The Success or Failure of Constructivist Instruction: An Introduction Sigmund Tobias and Timothy M. Duffy Part II. The Evidence for Constructivism Chapter 2. Reconciling a Human Cognitive Architecture David Jonassen Chapter 3. Constructivism in an Age of Non-Constructivist Assessments Daniel L. Schwartz, Robb Lindgren, and Sarah Lewis Chapter 4. Taking Guided Learning Theory to School: Reconciling the Cognitive, Motivational, and Social Contexts of Instruction Phillip Herman and Louis M. Gomez Chapter 5. Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance Alyssa Friend Wise and Kevin O'Neill Chapter 6. Constructivism: When It's the Wrong Idea and When It's the Only Idea Rand J. Spiro and Michael DeSchryver Part III. Challenges to the Constructivist View Chapter 7. What Human Cognitive Architecture Tells Us About Constructivism John Sweller Chapter 8. Epistemology or Pedagogy, That Is the Question Paul A. Kirschner Chapter 9. How Much and What Type of Guidance is Optimal for Learning? Richard E. Clark Chapter 10. Constructivism as a Theory of Learning Versus Constructivism as a Prescription for Instruction. Richard E. Mayer Chapter 11. The Empirical Support for Direct Instruction Barak Rosenshine Part IV. An Examination of Specific Learning and Motivational Issues Chapter 12. Learning and Constructivism Walter Kintsch Chapter 13. From Behaviorism to Constructivism: A Philosophical Journey from Drill and Practice to Situated Learning J. D. Fletcher Chapter 14. What's Worth Knowing about Mathematics? Melissa Sommerfeld Gresalfi and Frank Lester Chapter 15. "To every thing there is a season, and a time to every purpose under the heavens" What about Direct Instruction? David Klahr Chapter 16. Beyond the Fringe: Building and Evaluating Scientific Knowledge Systems Richard A. Duschl and Ravit Golan Duncan Part V. Summing Up Chapter 17. An Eclectic Appraisal of the Success or Failure of Constructivist Instruction Sigmund Tobias Chapter 18. Building Lines of Communication and a Research Agenda Thomas M. Duffy
Foreword, Robert J. Sternberg Preface Part I. Introduction Chapter 1. The Success or Failure of Constructivist Instruction: An Introduction Sigmund Tobias and Timothy M. Duffy Part II. The Evidence for Constructivism Chapter 2. Reconciling a Human Cognitive Architecture David Jonassen Chapter 3. Constructivism in an Age of Non-Constructivist Assessments Daniel L. Schwartz, Robb Lindgren, and Sarah Lewis Chapter 4. Taking Guided Learning Theory to School: Reconciling the Cognitive, Motivational, and Social Contexts of Instruction Phillip Herman and Louis M. Gomez Chapter 5. Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance Alyssa Friend Wise and Kevin O'Neill Chapter 6. Constructivism: When It's the Wrong Idea and When It's the Only Idea Rand J. Spiro and Michael DeSchryver Part III. Challenges to the Constructivist View Chapter 7. What Human Cognitive Architecture Tells Us About Constructivism John Sweller Chapter 8. Epistemology or Pedagogy, That Is the Question Paul A. Kirschner Chapter 9. How Much and What Type of Guidance is Optimal for Learning? Richard E. Clark Chapter 10. Constructivism as a Theory of Learning Versus Constructivism as a Prescription for Instruction. Richard E. Mayer Chapter 11. The Empirical Support for Direct Instruction Barak Rosenshine Part IV. An Examination of Specific Learning and Motivational Issues Chapter 12. Learning and Constructivism Walter Kintsch Chapter 13. From Behaviorism to Constructivism: A Philosophical Journey from Drill and Practice to Situated Learning J. D. Fletcher Chapter 14. What's Worth Knowing about Mathematics? Melissa Sommerfeld Gresalfi and Frank Lester Chapter 15. "To every thing there is a season, and a time to every purpose under the heavens" What about Direct Instruction? David Klahr Chapter 16. Beyond the Fringe: Building and Evaluating Scientific Knowledge Systems Richard A. Duschl and Ravit Golan Duncan Part V. Summing Up Chapter 17. An Eclectic Appraisal of the Success or Failure of Constructivist Instruction Sigmund Tobias Chapter 18. Building Lines of Communication and a Research Agenda Thomas M. Duffy
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