Constructivism as educational theory: Contingency in learning, and optimally guided instruction

Educational Theory

Volumn , Issue , 2011, Pages 39-61

  Taber, Keith S ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

Constructivism; Contingency in learning; Designing instruction; Evidence based pedagogy; Learning theory

Indexed keywords

EID: 84872008692     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (53)

1. Alsop, S., and Bowen, M. G. (2009). Inquiry science as a language of possibility in troubled times. In W.-M. Roth and K. Tobin (Eds.), Handbook of Research in North America (pp. 49-60). Rotterdam, The Netherlands: Sense Publishers.
2. Ausubel, D. P. (1968). Educational Psychology: A cognitive view. New York: Holt, Rinehart and Winston.
3. Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge: a cognitive view. Dordrecht: Kluwer Academic Publishers.
4. Baumann, J. F. (1984). The Effectiveness of a Direct Instruction Paradigm for Teaching Main Idea Comprehension. Reading Research Quarterly, 20(1), 93-115.
5. Bencze, J. L., and Alsop, S. (2009). A critical and creative enquiry into school science inquiry. In W.-M. Roth and K. Tobin (Eds.), Handbook of Research in North America (pp. 27-47). Rotterdam, The Netherlands: Sense Publishers.
6. Biesta, G. J. J., and Burbules, N. C. (2003). Pragmatism and Educational Research. Lanham, MD: Rowman and Littlefield Publishers.
7. Bodner, G. M. (1986). Constructivism: a theory of knowledge. Journal of Chemical Education, 63(10), 873-878.
8. Brock, R. (2007). Differentiation by alternative conception: Tailoring teaching to students' thinking-A review of an attempt to target teaching according to the alternative conceptions of electricity held by year 7 students. School Science Review, 88(325), 97-104.
9. Bruner, J. S. (1966). Towards a Theory of Instruction. New York: W W Norton and Company.
10. Chomsky, N. (1999). Form and meaning in natural languages. In M. Baghramian (Ed.), Modern Philosophy of Language (pp. 294-308). Washington D C: Counterpoint.
11. diSessa, A. A. (1993). Towards an epistemology of physics. Cognition and Instruction, 10(2and3), 105-225.
12. Donaldson, M. (1978). Children's Minds. London: Fontana.
13. Driver, R. (1983). The Pupil as Scientist? Milton Keynes: Open University Press.
14. Duit, R. (2009). Bibliography-Students' and Teachers' Conceptions and Science Education. Kiel: http://www.ipn.uni-kiel.de/aktuell/stcse/stcse.html.
15. Egan, K. (1984). Education and Psychology: Plato, Piaget and Scientific Psychology. London: Methuen.
16. Fuster, J. M. (1995). Memory in the Cerebral Cortex: An Empirical Approach to Neural Networks in the Human and Nonhuman Primate. Cambridge, Massachusetts: The MIT Press.
17. Gagné, R. M., and Briggs, L., J. (1974). Principles of Instructional Design. New York: Holt, Rinehart and Winston.
18. Gess-Newsome, J., and Lederman, N. G. (1999). Examining pedagogical content knowledge. Dordrecht: Kluwer.
19. Gilbert, J. K., Osborne, R. J., and Fensham, P. J. (1982). Children's science and its consequences for teaching. Science Education, 66(4), 623-633.
20. Glasersfeld, E. v. (1989). Cognition, Construction of Knowledge, and Teaching. Synthese, 80(1), 121-140.
21. Glasersfeld, E. v. (1990). An Exposition of Constructivism: Why some like it radical Monographs of the Journal for Research in Mathematics Education, 4, 19-29. Retrieved from http://www.univie.ac.at/constructivism/EvG/papers/125.pdf
22. Glasersfeld, E. v. (1997). Amplification of a constructivist perspective. Issues in Education, 3(2), 203-209. Retrieved from http://www.univie.ac.at/constructivism/EvG/papers/202.pdf
23. Goswami, U. (2008). Cognitive Development: The Learning Brain. Hove, East Sussex:Psychology Press.
24. James, W. (1890). The Principles of Psychology Available from http://psychclassics. yorku.ca/James/Principles/index.htm
25. Karmiloff-Smith, A. (1996). Beyond Modularity: A developmental perspective on cognitive science. Cambridge, Massachusetts: MIT Press.
26. Kirschner, P. A., Sweller, J., and Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
27. Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos and A. Musgrove (Eds.), Criticism and the Growth of Knowledge (pp. 91-196). Cambridge: Cambridge University Press.
28. Larochelle, M., Bednarz, N., and Garrison, J. (Eds.). (1998). Constructivism and Education. Cambridge: Cambridge University Press.
29. Lawson, A. E. (2010). Teaching Inquiry Science in Middle and Secondary Schools. Thousand Oaks, California: Sage Publications.
30. Luria, A. R. (1976). Cognitive Development: Its cultural and social foundations. Cambridge, Massachusetts: Harvard University Press.
31. Marek, E. A. (2009). Genesis and evolution of the leanring cycle. In W.-M. Roth and K. Tobin (Eds.), Handbook of Research in North America (pp. 141-156). Rotterdam, The Netherlands: Sense Publishers.
32. Novak, J. D. (1993). Human constructivism: A unification of psychological and epistemological phenomena in meaning making. Journal of Constructivist Psychology, 6(2), 167-193.
33. Phillips, D. C. (Ed.). (2000). Constructivism in Education: Opinions and second opinions on controverisal issues. Chicago, Illinois: National Society for the Study of Education.
34. Piaget, J. (1929/1973). The Child's Conception of The World (J. Tomlinson and A. Tomlinson, Trans.). St. Albans: Granada.
35. Piaget, J. (1970/1972). The Principles of Genetic Epistemology (W. Mays, Trans.). London:Routledge and Kegan Paul.
36. Scott, P. (1998). Teacher talk and meaning making in science classrooms: a review of studies from a Vygotskian perspective. Studies in Science Education, 32, 45-80.
37. Sjøberg, S. (2010). Constructivism and learning. In E. Baker, B. McGaw and P. Peterson (Eds.), International Encyclopaedia of Education (3rd ed., pp. 485-490). Oxford:Elsevier.
38. Smagorinsky, P. (1995). The social construction of data: methodological problems of investigating learning in the zone of proximal development. Review of Educational Research, 65(3), 191-212.
39. Smith, J. P., diSessa, A. A., and Roschelle, J. (1993). Misconceptions reconceived: a constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.
40. Sutherland, P. (1992). Cognitive Development Today: Piaget and his critics. London: Paul Chapman Publishing.
41. Taber, K. S. (1998). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597-608.
42. Taber, K. S. (2001). The mismatch between assumed prior knowledge and the learner's conceptions: a typology of learning impediments. Educational Studies, 27(2), 159-171.
43. Taber, K. S. (2009a). Learning from experience and teaching by example: reflecting upon personal learning experience to inform teaching practice. Journal of Cambridge Studies, 4(1), 82-91.
44. Taber, K. S. (2009b). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.
45. Taber, K. S. (2010a). Computer-assisted teaching and concept learning in science: the importance of designing resources from a pedagogic model. In B. A. Morris and G. M. Ferguson (Eds.), Computer-Assisted Teaching: New Developments (pp. 37-61). New York: Nova.
46. Taber, K. S. (2010b). Constructivism and Direct Instruction as Competing Instructional Paradigms: An Essay Review of Tobias and Duffy's Constructivist Instruction: Success or Failure? Education Review, 13(8), 1-44. Retrieved from http://www.edrev. info/essays/v13n8index.html
47. Taber, K. S. (Forthcoming). Modelling learners and learning in science education:Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research: Springer.
48. Taber, K. S., and Watts, M. (1996). The secret life of the chemical bond: students' anthropomorphic and animistic references to bonding. International Journal of Science Education, 18(5), 557-568.
49. Tobias, S., and Duffy, T. M. (Eds.). (2009). Constructivist Instruction: Success or failure? New York: Routledge.
50. Vygotsky, L. S. (1934/1986). Thought and Language. London: MIT Press.
51. Vygotsky, L. S. (1934/1994). The development of academic concepts in school aged children. In R. van der Veer and J. Valsiner (Eds.), The Vygotsky Reader (pp. 355-370). Oxford:Blackwell.
52. Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.
53. Wood, D. (1988). How Children Think and Learn: the social contexts of cognitive development. Oxford: Blackwell.