Chapter: III - Teaching within the constructivist mode: practices and promises

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Home > Constructivism and Education > III - Teaching within the constructivist mode: practices and promises

Constructivism and Education |

Marie Larochelle; Nadine Bednarz; Jim Garrison

Cambridge University Press

III - Teaching within the constructivist mode: practices and promises

Chapter Info

ARI Id

1667133316799_9789373

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Not Available Free

Pages

61-62

Chapter URL

https://www.cambridge.org/core/books/constructivism-and-education/teaching-within-the-constructivist-mode-practices-and-promises/D14A4451CBDEA6F67A352F2A0D90BB5E

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Chapters/Headings	Author(s)	Pages	Info
Frontmatter		i-iv
Contents		v-vi
Preface		vii-x
List of contributors		xi-xii
I - Introduction		1-2
1 - Constructivism and education: beyond epistemological correctness	Marie Larochelle; Nadine Bednarz	3-20
II - From epistemological constructivism to teaching: a variety of views		21-22
2 - Why constructivism must be radical	Ernst von Glasersfeld	23-28
3 - An epistemology for didactics: speculations on situating a concept	Albert Morf	29-42
4 - Toward a pragmatic social constructivism	Jim Garrison	43-60
III - Teaching within the constructivist mode: practices and promises		61-62
5 - Individual construction, mathematical acculturation, and the classroom community	Paul Cobb; Marcela Perlwitz; Diana Underwood-Gregg	63-80
6 - The construction of answers to insoluble problems	Maria-Luisa Schubauer-Leoni; Ladislas Ntamakiliro	81-103
7 - Voice and perspective: hearing epistemological innovation in students' words	Jere Confrey	104-120
8 - Constructivism-in-action: students examine their idea of science	Jacques Désautels	121-138
9 - Constructivism and ethical justification	Gérard Fourez	139-155
10 - Social studies, trivial constructivism, and the politics of social knowledge	Stephen C. Fleury	156-172
11 - Practical knowledge and school knowledge: a constructivist representation of education	Yvon Pépin	173-192
IV - The mediating role of teachers and teacher education		193-194
12 - Sociocultural perspectives on the teaching and learning of science	Kenneth Tobin	195-212
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