Constructivist instruction : success or failure?

著者

書誌事項

Constructivist instruction : success or failure?

edited by Sigmund Tobias, Thomas M. Duffy

Routledge, 2009

  • : pbk
  • : hbk

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

Constructivist Instruction: Success or Failure? brings together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction. Although constructivist theories and practice now dominate the fields of the learning sciences, instructional technology, curriculum and teaching, and educational psychology, they have also been the subject of sharp criticism regarding sparse research support and adverse research findings. This volume presents: the evidence for and against constructivism; the challenges from information-processing theorists; and commentaries from leading researchers in areas such as text comprehension, technology, as well as math and science education, who discuss the constructivist framework from their perspectives. Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialogue built into it between the different positions. Each chapter concludes with discussions in which two authors with opposing views raise questions about the chapter, followed by the author(s)' responses to those questions; for some chapters there are several cycles of questions and answers. These discussions, and concluding chapters by the editors, clarify, and occasionally narrow the differences between positions and identify needed research.

目次

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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