Constructivism Examined

Abstract

In this paper I examine constructivism as a view of learning which has come to dominate educational debates about learning in the field of teacher education. The major claims of a variety of constructivist theories are considered and found to be largely wanting, in that they either differ little from common sense empiricist views, or else provide misleading and incomplete views of human learning, with consequently misleading implications for teaching in classrooms.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 226 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.