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Co-constructivism in Educational Theory and Practice


Reusser, Kurt; Pauli, Christine (2015). Co-constructivism in Educational Theory and Practice. In: Wright, James D. International encyclopedia of the social & behavioral sciences. Oxdord: Elsevier, 913-917.

Abstract

Though it is widely accepted that learning is a constructive process, it is also a social activity. People should not be considered as solo learners, but as interacting with each other and as being shaped through collaboration and discourse. The basis of personal development, therefore, is not isolated construction of knowledge, but rather its coconstruction in a socially shared, cultural space. While classrooms, consequently, should develop from aggregations of solo learners to communities engaged in dialogues and collaborative learning, the teachers ’role extends from direct instruction to adaptive guidance and scaf-
folding of students

Abstract

Though it is widely accepted that learning is a constructive process, it is also a social activity. People should not be considered as solo learners, but as interacting with each other and as being shaped through collaboration and discourse. The basis of personal development, therefore, is not isolated construction of knowledge, but rather its coconstruction in a socially shared, cultural space. While classrooms, consequently, should develop from aggregations of solo learners to communities engaged in dialogues and collaborative learning, the teachers ’role extends from direct instruction to adaptive guidance and scaf-
folding of students

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Additional indexing

Item Type:Book Section, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:2015
Deposited On:18 Jan 2016 10:15
Last Modified:08 Dec 2017 17:23
Publisher:Elsevier
Number:Vol. 3
ISBN:978-0-08-097086-8
Publisher DOI:https://doi.org/10.2307/445907
Related URLs:https://www.elsevier.com/ (Publisher)

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