Contents [hide]
1 History
2 Constructivist theory 2.1 Constructivist learning intervention 2.1.1 The nature of the learner 2.1.1.1 The importance of the background and culture of the learner
2.1.1.2 Responsibility for learning
2.1.1.3 The Harkness discussion method
2.1.1.4 The motivation for learning
2.1.2 The role of the instructor 2.1.2.1 Instructors as facilitators
2.1.3 The nature of the learning process 2.1.3.1 Learning is an active, social process
2.1.3.2 Dynamic interaction between task, instructor and learner
2.1.4 Collaboration among learners 2.1.4.1 Learning by teaching (LdL) as constructivist method
2.1.4.2 The importance of context
2.1.5 The selection, scope, and sequencing of the subject matter 2.1.5.1 Knowledge should be discovered as an integrated whole
2.1.5.2 Engaging and challenging the learner
2.1.5.3 The structuredness of the learning process
2.1.6 In adult learning
3 Pedagogies based on constructivism 3.1 Research and evidence supporting constructivism
4 Criticism of educational constructivism 4.1 A rebuttal to the criticisms of Kirschner, Sweller, and Clark
4.2 Criticism of discovery-based teaching techniques
4.3 The math wars and discovery-based teaching techniques
4.4 Importance of structure in constructivist learning environments
5 Confusion between constructivist and maturationist views
6 Social constructivism
7 Influence on computer science
8 See also
9 References
10 Further reading
11 External links