Constructivist Instruction: Success or Failure?

Overview

Constructivist 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 ...

See more details below
Paperback (New Edition)
$58.33
BN.com price
(Save 8%)$63.95 List Price
Other sellers (Paperback)
  • All (13) from $42.59   
  • New (8) from $51.00   
  • Used (5) from $42.59   
Constructivist Instruction: Success or Failure?

Available on NOOK devices and apps  
  • NOOK Devices
  • Samsung Galaxy Tab 4 NOOK
  • NOOK HD/HD+ Tablet
  • NOOK
  • NOOK Color
  • NOOK Tablet
  • Tablet/Phone
  • NOOK for Windows 8 Tablet
  • NOOK for iOS
  • NOOK for Android
  • NOOK Kids for iPad
  • PC/Mac
  • NOOK for Windows 8
  • NOOK for PC
  • NOOK for Mac

Want a NOOK? Explore Now

NOOK Book (eBook)
$63.95
BN.com price
Sending request ...

Overview

Constructivist 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 information-processing theorists; and
  • commentaries from leading researchers in areas such as text comprehension, technology, as well as math and science education, who discuss the constructivist framework from their perspectives.

Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialogue built into it between the different positions. Each chapter concludes with discussions in which two authors with opposing views raise questions about the chapter, followed by the author(s)’ responses to those questions; for some chapters there are several cycles of questions and answers. These discussions, and concluding chapters by the editors, clarify, and occasionally narrow the differences between positions and identify needed research.

Read More Show Less

Editorial Reviews

From the Publisher
"I highly recommend this book to everyone in the field of educational technology, regardless of their "bent" for or against constructivist learning environments."—Educational Technology
Read More Show Less

Product Details

  • ISBN-13: 9780415994248
  • Publisher: Taylor & Francis
  • Publication date: 4/1/2009
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 392
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.90 (d)

Meet the Author

Sigmund Tobias is Distinguished Research Scientist at the Institute for Urban and Minority Education and Visiting Professor of Cognitive Studies in Education at Teachers College, Columbia University. His scholarly credentials include a long list authored, co-authored, and edited scholarly publications; grants; awards; invited addresses, and conference presentations. In addition, he is one of five former refugees who participated in the documentary film, Shanghai Ghetto, describing how a group of European Jews found safety from the Holocaust in Shanghai, China, during the Second World War, and which which won an Audience Choice Award at the Santa Barbara Film Festival. Tobias returned to Shanghai as a Visiting Professor at the Shanghai Institute of Education, where he began a memoir describing the life of his family in the refugee community in Shanghai. The book was subsequently published as Strange Haven: A Jewish Childhood in Wartime Shanghai.

Thomas M. Duffy is the Barbara Jacobs Chair of Education and Technology at Indiana University and the founding director of the Center for Research on Learning and Technology. He is a professor in instructional systems technology and the cognitive science program. His academic career has been dedicated to exploring the design and use of information in education and the workplace. Professor Duffy has written or edited several books and is the author of over 100 papers on learning, performance, and technology. He and his colleagues have also developed the Ready Program (adult literacy instruction), Strategic Teaching Frameworks (multimedia, teacher professional development), and ACT, an asynchronous collaboration tool for small group problem solving.

Read More Show Less

Table of Contents

Foreword, Robert J. Sternberg

Preface

Part I. Introduction

Chapter 1. The Success or Failure of Constructivist Instruction: An Introduction

Sigmund Tobias and Timothy M. Duffy

Part II. The Evidence for Constructivism

Chapter 2. Reconciling a Human Cognitive Architecture

David Jonassen

Chapter 3. Constructivism in an Age of Non-Constructivist Assessments

Daniel L. Schwartz, Robb Lindgren, and Sarah Lewis

Chapter 4. Taking Guided Learning Theory to School: Reconciling the Cognitive, Motivational, and Social Contexts of Instruction

Phillip Herman and Louis M. Gomez

Chapter 5. Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance

Alyssa Friend Wise and Kevin O’Neill

Chapter 6. Constructivism: When It's the Wrong Idea and When It's the Only Idea

Rand J. Spiro and Michael DeSchryver

Part III. Challenges to the Constructivist View

Chapter 7. What Human Cognitive Architecture Tells Us About Constructivism

John Sweller

Chapter 8. Epistemology or Pedagogy, That Is the Question

Paul A. Kirschner

Chapter 9. How Much and What Type of Guidance is Optimal for Learning?

Richard E. Clark

Chapter 10. Constructivism as a Theory of Learning Versus Constructivism as a Prescription for Instruction.

Richard E. Mayer

Chapter 11. The Empirical Support for Direct Instruction

Barak Rosenshine

Part IV. An Examination of Specific Learning and Motivational Issues

Chapter 12. Learning and Constructivism

Walter Kintsch

Chapter 13. From Behaviorism to Constructivism: A Philosophical Journey from Drill and Practice to Situated Learning

J. D. Fletcher

Chapter 14. What’s Worth Knowing about Mathematics?

Melissa Sommerfeld Gresalfi and Frank Lester

Chapter 15. "To every thing there is a season, and a time to every purpose under the heavens" What about Direct Instruction?

David Klahr

Chapter 16. Beyond the Fringe: Building and Evaluating Scientific Knowledge Systems

Richard A. Duschl and Ravit Golan Duncan

Part V. Summing Up

Chapter 17. An Eclectic Appraisal of the Success or Failure of Constructivist Instruction

Sigmund Tobias

Chapter 18. Building Lines of Communication and a Research Agenda

Thomas M. Duffy

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)