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Untangling Constructivism, Knowledge, and Knowledge-building for ‘future-oriented’ Teaching

Gilbert, J
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Journal article (252.9Kb)
Permanent link
http://hdl.handle.net/10292/12334
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Abstract
Building on earlier work in Set on “confusion” around the term constructivism in education, this article explores four different meanings of constructivism, looking at their very different origins and purposes. It argues that mixing up these meanings has produced the confusion identified in the earlier article. The article also suggests that constructivism has been pushed to its limits as a framework for thinking about teaching, learning and/or knowledge development in 21st century schools, and another idea is now needed. The article reviews Bereiter and Scardamalia’s ‘knowledge-building’ concept as one possible contender.
Date
2018
Source
Set 2018: no. 2
Item Type
Journal Article
Publisher
The New Zealand Council for Educational Research (NZCER)
DOI
10.18296/set.0095
Publisher's Version
https://www.nzcer.org.nz/node/60412
Rights Statement
NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).

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