Constructivist teaching?

The term constructivism is used in several ways. One of these is:

Constructivism as a theoretical perspective on teaching and learning

Constructivism is also a label given to a range of theories about student learning and pedagogy. So constructivism may be central to a conceptual framework informing a study into teaching and /or learning, and could be adopted as a theoretical perspective in such a study.

Constructivism has become a major referent for teaching and learning in many parts of the world, but has also been at the core a number of debates and controversies (Taber, 2009: Ch. 5): for example, about the nature and desirability of constructivist teaching.

Read about constructivism and pedagogy:

Taber, K. S. (2011). Constructivism as educational theory.pdf

Taber, K. S. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah (Ed.), Educational Theory. New York: Nova, 39-61.

Watch a short: lecture on constructivist perspectives on learning:

Read more about this debate:

Berube, Clair T. (2008). The Unfinished Quest: The Plight of Progressive Science Education in the Age of Standards. Charlotte, North Carolina: Information Age Publishing.

Kirschner, P. A., Sweller, J., & 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.

Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist Instruction: Success or failure? New York: Routledge.

Taber, K. S. (2009). Constructivism and the Crisis in U.S. Science Education: An Essay Review. Education Review, 12(12), 1-26.

Taber, K. S. (2010). 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.

To understand the debate about the merits of constructivism as a basis for planning pedagogy, it is necessary to think about axiological, ontological and epistemological issues:

So assuming we might think it is possible to teach facts, ideas, values, attitudes, skills, ways of thinking, metacognition,  etc, etc:

What do we want to teach?

What kind of learning do we (most) value?

(What are our priorities? What kind of a balance between potential outcomes?)

What is learning? How do we understand the nature of learning?

What is teaching? How does teaching (good/desired/effective teaching) relate to learning?

What is our best metaphor for a teacher: the commanding officer to be obeyed? the muse? the artistic director? the personal coach? the mentor? the example to be followed?…

How can we recognise teaching (good/desired/effective teaching)?

How can we recognise learning when it occurs?

Reference: Taber, K. S. (2009). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.

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