LEADER 03903nam 2200637Ia 450 001 9910964865103321 005 20251117003942.0 010 $a1-135-84793-2 010 $a1-282-06535-1 010 $a9786612065354 010 $a0-203-87884-1 035 $a(CKB)1000000000719188 035 $a(EBL)425264 035 $a(OCoLC)326877598 035 $a(SSID)ssj0000129413 035 $a(PQKBManifestationID)11144435 035 $a(PQKBTitleCode)TC0000129413 035 $a(PQKBWorkID)10089371 035 $a(PQKB)11228614 035 $a(Au-PeEL)EBL425264 035 $a(CaPaEBR)ebr10289022 035 $a(CaONFJC)MIL206535 035 $a(MiAaPQ)EBC425264 035 $a(EXLCZ)991000000000719188 100 $a20090206d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aConstructivist instruction $esuccess or failure? /$fedited by Sigmund Tobias, Thomas M. Duffy 205 $a1st ed. 210 $aNew York $cRoutledge$d2009 215 $a1 online resource (389 p.) 300 $aDescription based upon print version of record. 311 08$a0-415-99424-1 311 08$a0-415-99423-3 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Foreword; Preface; Part I Introduction; 1 The Success or Failure of Constructivist Instruction: An Introduction; Part II The Evidence for Constructivism; 2 Reconciling a Human Cognitive Architecture; 3 Constructivism in an Age of Non-Constructivist Assessments; 4 Taking Guided Learning Theory to School: Reconciling the Cognitive, Motivational, and Social Contexts of Instruction; 5 Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance; 6 Constructivism: When It's the Wrong Idea and When It's the Only Idea 327 $aPart III Challenges to the Constructivist View7 What Human Cognitive Architecture Tells Us About Constructivism; 8 Epistemology or Pedagogy, That Is the Question; 9 How Much and What Type of Guidance is Optimal for Learning from Instruction?; 10 Constructivism as a Theory of Learning Versus Constructivism as a Prescription for Instruction; 11 The Empirical Support for Direct Instruction; Part IV An Examination of Specific Learning and Motivational Issues; 12 Learning and Constructivism; 13 From Behaviorism to Constructivism: A Philosophical Journey from Drill and Practice to Situated Learning 327 $a14 What's Worth Knowing in Mathematics?15 "To Every Thing There is a Season, and a Time to Every Purpose Under the Heavens": What about Direct Instruction?; 16 Beyond the Fringe: Building and Evaluating Scientific Knowledge Systems; Part V Summing Up; 17 An Eclectic Appraisal of the Success or Failure of Constructivist Instruction; 18 Building Lines of Communication and a Research Agenda; Index 330 $aConstructivist 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 606 $aConstructivism (Education) 606 $aInstructional systems 615 0$aConstructivism (Education) 615 0$aInstructional systems. 676 $a370.15/2 701 $aDuffy$b Thomas M$01881387 701 $aTobias$b Sigmund$01881388 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910964865103321 996 $aConstructivist instruction$94495958 997 $aUNINA