Constructivism

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==General==
==General==
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Constructivism implies that learners are encouraged to construct their own knowledge instead of copying it from an authority, be it a book or a teacher, in realistic situations instead of decontextualised, formal situations such as propagated in traditional textbooks, and together with others instead of on their own. (Kanselaar, De Jong, Andriessen & Goodyear, 2001)
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Constructivism's central idea is that human knowledge is constructed, that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key.
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==References==
==References==
* Cobb, P.,E. Yackel, and T.Wood (1992). {{endnote|A Constructivist Alternative to the Representational View of Mind in Mathematics education|729}}. Journal for Research in Mathematics Education, 23(1), 2-33.
* Cobb, P.,E. Yackel, and T.Wood (1992). {{endnote|A Constructivist Alternative to the Representational View of Mind in Mathematics education|729}}. Journal for Research in Mathematics Education, 23(1), 2-33.
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* [[Constructionism]]
* Kanselaar, G., Jong, T. de, Andriessen, J., & Goodyear P. (2000). New Technologies. In: Robert-Jan Simons, Jos van der Linden, and Tom Duffy (eds.): New Learning. Dordrecht: Kluwer Academic Publishers, 55-83
* Kanselaar, G., Jong, T. de, Andriessen, J., & Goodyear P. (2000). New Technologies. In: Robert-Jan Simons, Jos van der Linden, and Tom Duffy (eds.): New Learning. Dordrecht: Kluwer Academic Publishers, 55-83
* Von Glasersfeld, E. (ed.). (1991). Radical Constructivism in Mathematics Education. Kluwer, Academic Publisher, Dordrecht.
* Von Glasersfeld, E. (ed.). (1991). Radical Constructivism in Mathematics Education. Kluwer, Academic Publisher, Dordrecht.

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* Constructivisme (dutch)

General

Constructivism implies that learners are encouraged to construct their own knowledge instead of copying it from an authority, be it a book or a teacher, in realistic situations instead of decontextualised, formal situations such as propagated in traditional textbooks, and together with others instead of on their own. (Kanselaar, De Jong, Andriessen & Goodyear, 2001) Constructivism's central idea is that human knowledge is constructed, that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key.


References

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