Student-Centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers

Autor/in	Krahenbuhl, Kevin S.
Titel	Student-Centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89 (2016) 3, S.97-105 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2016.1191311
Schlagwörter	Student Centered Curriculum; Constructivism (Learning); Barriers; Performance Factors; Definitions; Cognitive Science; Teaching Methods; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Leistungsindikator; Begriffsbestimmung; Kognitionswissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie
Abstract	Constructivism is undoubtedly one of the most influential philosophies in education in the twenty-first century. It is, however, one that is frequently misunderstood, has diverse meanings ascribed to it, and is often used by advocates to caricature other approaches inaccurately. The learning theory of constructivism and pedagogical theory of constructivism do not necessitate one another although educators frequently consider them one and the same. This paper underscores how educators in the twenty-first century are increasingly compelled to accept constructivist pedagogy. It further reflects on a challenges this poses for learning, concerns regarding constructivism as the dominant pedagogical tool, and clarity with respect to the consideration of alternative approaches while offering specific reflections for classroom teachers throughout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01