Constructivism
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Constructivism in International Relations
Author: Maja Zehfuss
language: en
Publisher: Cambridge University Press
Release Date: 2002-07-25
Maja Zehfuss' book offers a fundamental critique of constructivism, focusing on the work of Wendt, Onuf and Kratochwil. Using Germany's shift towards participation in international military operations as an illustration, she demonstrates why each version of constructivism fails in its own project and comes apart on the basis of its own assumptions. Inspired by Derridean thought, this book highlights the political consequences of constructivist representations of reality. Each critique concludes that constructivist notions of key concepts are impossible, and that this is not merely a question of theoretical inconsistency, but of politics. The book is premised on the notion that the 'empirical' and the 'theoretical' are less separate than is acknowledged in international relations, and must be read as intertwined. Zehfuss examines the scholars' role in international relations, worrying that, by looking to constructivism as the future, they will be severely curtailing their ability to act responsibly in this area.
Constructivism
Author: Catherine Twomey Fosnot
language: en
Publisher: Teachers College Press
Release Date: 2013-09-18
This enduring bestseller remains the most comprehensive examination of constructivism and its relationship to teaching and learning. Closing the gap between theory and practice, well-known scholars make constructivism accessible by showing its application in everyday classrooms. Building on the success of the first edition, the authors have completely updated this popular text and expanded its scope to include examples of constructivist teaching across all grade levels and disciplines. An ambitious revision of a now classic text, Constructivism: Theory, Perspectives, and Practice, Second Edition is an invaluable resource for practicing teachers, teacher educators, and curriculum specialists in mathematics, science, social studies, and language arts. New for the Second Edition! An updated theory section that adds further contemporary biological evidence to go beyond the theories of Piaget and Vygotsky—offering a more contemporary framework for a psychological theory of learning.New chapters reflecting the school-based reforms that have been initiated since the writing of the first edition—specifically addressing the changes in mathematics, social studies, and teacher education.A new chapter on the emerging field of disability studies—including a critique that unmasks current practices and assumptions that better serve schools rather than students and their families. Contributors: Paul Cobb • Susan Cowey • Rheta DeVries • Eleanor Duckworth • Dewey I. Dykstra, Jr. • George Forman • Catherine Twomey Fosnot • Catherine A. Franklin • June S. Gould • Maxine Greene • Candace Julyan • Randall Stewart Perry • D. Kim Reid • Deborah Schifter • Jan Weatherly Valle • Ernst von Glasersfeld • Betty Zan. Praise for the First Edition! “Provides the reader with many ways of connecting to the central ideas of constructivism . . . highly readable.” —Gifted Child Quarterly “Shows how constructivist theory can inform classroom practices, and . . . provides teachers with a deeper understanding that gives substance to the rhetoric of school reform.” —Journal of Curriculum Studies
Constructivism in Science Education
Author: Michael R. Matthews
language: en
Publisher: Springer Science & Business Media
Release Date: 1998-02-28
Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.