Constructivism and Education

doi:10.1017/CBO9780511752865

This international and interdisciplinary collection presents and discusses the many issues and educational practices that are touched on by constructivism. Drawing on perspectives from a range of different fields (ethics, mathematics education, philosophy, social psychology, science education, social studies), this book invites us to reposition ourselves in relation to the major currents that have influenced education in this century, namely pragmatism, genetic epistemology, and social interactionism. The essays call for new reflection on the questions that are central to the project of education and that, in particular, involve the validity of knowledge and types of knowledge, the compartmentalization of school subjects, the mediating role of teachers, and, above all, the ends of education. In so doing, this book relaunches the discussion on constructivism's potential for the social empowerment of groups and individuals.

"Marie Larochelle, Nadine Bednarz and Jim Garrison well deserve praise in acting as editors of the stimulating set of fifteen papers in Constructivism and education. These contributions show with some clarity that education can and does have an intellectual rationale in the epistemology of constructivism." Leslie Smith, Studies in Science Education

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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Preface
pp vii-x
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List of contributors
pp xi-xii
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I - Introduction
pp 1-2
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1 - Constructivism and education: beyond epistemological correctness
pp 3-20
- By Marie Larochelle, Nadine Bednarz
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II - From epistemological constructivism to teaching: a variety of views
pp 21-22
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2 - Why constructivism must be radical
pp 23-28
- By Ernst von Glasersfeld
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3 - An epistemology for didactics: speculations on situating a concept
pp 29-42
- By Albert Morf
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4 - Toward a pragmatic social constructivism
pp 43-60
- By Jim Garrison
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III - Teaching within the constructivist mode: practices and promises
pp 61-62
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5 - Individual construction, mathematical acculturation, and the classroom community
pp 63-80
- By Paul Cobb, Marcela Perlwitz, Diana Underwood-Gregg
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6 - The construction of answers to insoluble problems
pp 81-103
- By Maria-Luisa Schubauer-Leoni, Ladislas Ntamakiliro
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7 - Voice and perspective: hearing epistemological innovation in students' words
pp 104-120
- By Jere Confrey
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8 - Constructivism-in-action: students examine their idea of science
pp 121-138
- By Jacques Désautels
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9 - Constructivism and ethical justification
pp 139-155
- By Gérard Fourez
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10 - Social studies, trivial constructivism, and the politics of social knowledge
pp 156-172
- By Stephen C. Fleury
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11 - Practical knowledge and school knowledge: a constructivist representation of education
pp 173-192
- By Yvon Pépin
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IV - The mediating role of teachers and teacher education
pp 193-194
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12 - Sociocultural perspectives on the teaching and learning of science
pp 195-212
- By Kenneth Tobin
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13 - Remarks on the education of elementary teachers
pp 213-232
- By Heinrich Bauersfeld
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14 - Constructivism as a referent for reforming science education
pp 233-250
- By Michael L. Bentley
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V - Conclusion
pp 251-252
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15 - Critical-constructivism and the sociopolitical agenda
pp 253-270
- By Jacques Désautels, Jim Garrison, Stephen C. Fleury
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Notes
pp 271-278
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References
pp 279-302
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Index
pp 303-305
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Constructivism and Education

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