Radical Constructivism in Action
Radical Constructivism in Action

Author: Leslie P. Steffe

Publisher: Routledge

Published: 2002-11

Total Pages: 344

ISBN-13: 1135699461

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Over the last twenty-five years Ernst von Glasersfeld has had a tremendous impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing. Radical Constructivism in Action is a new volume of papers honouring his work by building on his model of knowing. The contributions by leading researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy, and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's emergence and changes in what is thought of as "certain" scientific knowledge. It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.

RADICAL CONSTRUCTIVISM
RADICAL CONSTRUCTIVISM

Author: Ernst von Glasersfeld

Publisher: Routledge

Published: 2013-08-06

Total Pages: 230

ISBN-13: 1135716056

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First Published in 1995. In the past decade or two, the most important theoretical perspective to emerge in mathematics education has been that of constructivism. This burst onto the international scene at the controversial Eleventh International Conference on the Psychology of Mathematics Education in Montreal in the summer of 1987. No one there will forget von Glasersfeld's authoritative plenary presentation on radical con­structivism, and his replies to critics. Ironically, the conference, at which attacks on radical constructivism were perhaps intended to expose fatally its weaknesses, served as a platform from which the theory was launched to widespread international acceptance and approbation. Radical constructivism is a theory of knowing that provides a pragmatic approach to questions about reality, truth, language and human understanding. It breaks with the philosophical tradition and proposes a conception of knowledge that focuses on experiential fit rather than metaphysical truth. It claims to be a useful approach, not the revelation of a timeless world. The ten chapters of this book present different facets in an elegantly written and thoroughly argued account of this epistemological position, providing a profound analysis of its central concepts.

Radical Constructivism in Mathematics Education
Radical Constructivism in Mathematics Education

Author: E. Glasersfeld

Publisher: Springer Science & Business Media

Published: 2006-04-11

Total Pages: 264

ISBN-13: 0306472015

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Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind.

Symbolizing, Modeling and Tool Use in Mathematics Education
Symbolizing, Modeling and Tool Use in Mathematics Education

Author: K.P Gravemeijer

Publisher: Springer Science & Business Media

Published: 2013-03-09

Total Pages: 304

ISBN-13: 9401731942

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This book explores the option of building on symbolizing, modeling and tool use as personally meaningful activities of students. It discusses the dimension of setting: varying from the study of informal, spontaneous activity of students, to an explicit focus on instructional design, and goals and effects of instruction; and the dimension of the theoretical framework of the researcher: varying from constructivism, to activity theory, cognitive psychology and instructional-design theory.

Key Works in Radical Constructivism
Key Works in Radical Constructivism

Author: Ernst von Glasersfeld

Publisher: BRILL

Published: 2007-01-01

Total Pages: 341

ISBN-13: 9087903480

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Key Works on Radical Constructivism brings together a number of essays by Ernst von Glasersfeld that illustrate the application of a radical constructivist way of thinking in the areas of education, language, theory of knowledge, and the analysis of a few concepts that are indispensable in almost everything we think and do.

Radical Constructivism
Radical Constructivism

Author: Andreas Quale

Publisher: BRILL

Published: 2008-01-01

Total Pages: 237

ISBN-13: 9087906129

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This book addresses the topic of science education, from the viewpoint of the theory of radical constructivism. It takes a closer look at the "image of science" that is projected, in the presentation of it to students and to the general public.

The SAGE Encyclopedia of Action Research
The SAGE Encyclopedia of Action Research

Author: David Coghlan

Publisher: SAGE

Published: 2014-08-11

Total Pages: 2106

ISBN-13: 1473925304

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Action research is a term used to describe a family of related approaches that integrate theory and action with a goal of addressing important organizational, community, and social issues together with those who experience them. It focuses on the creation of areas for collaborative learning and the design, enactment and evaluation of liberating actions through combining action and research, reflection and action in an ongoing cycle of cogenerative knowledge. While the roots of these methodologies go back to the 1940s, there has been a dramatic increase in research output and adoption in university curricula over the past decade. This is now an area of high popularity among academics and researchers from various fields—especially business and organization studies, education, health care, nursing, development studies, and social and community work. The SAGE Encyclopedia of Action Research brings together the many strands of action research and addresses the interplay between these disciplines by presenting a state-of-the-art overview and comprehensive breakdown of the key tenets and methods of action research as well as detailing the work of key theorists and contributors to action research.

Constructivism and Education
Constructivism and Education

Author: Marie Larochelle

Publisher: Cambridge University Press

Published: 1998-08-13

Total Pages: 332

ISBN-13: 9780521621359

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An international collection dealing with the constructivist approach to education.

Bridges to the World
Bridges to the World

Author: David Kenneth Johnson

Publisher: Brill / Sense

Published: 2009

Total Pages: 134

ISBN-13:

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Do our thoughts and claims about the world give us rational access to the way the world really is? Can subjective experience ever provide a basis for grasping objec tive truth? These perennial philosophical questions reach to the heart of every human endeavor, from education to science to everyday, successful practice. Despite the intuitive and nearly universal appeal of realism, influential thinkers from many fields--including educational theory, psychology, cybernetics, literary criticism, biology, and physics--have long followed the skeptics in denying knowers any kind of reliable bridge to the world. This slim volume offers the first comprehensive assessment and critique of radical constructivism, a famously skeptical theory of knowledge with a large following across the academic disciplines. Employing a dialogic mode of discourse, the authors have crafted a remarkably accessible treatise that both details the solipsistic perils of antirealism and defends an alternative, constructivist realist account of our place as knowers in the larger, constraining world.

Constructivism and the Technology of Instruction
Constructivism and the Technology of Instruction

Author: Thomas M. Duffy

Publisher: Routledge

Published: 2013-01-11

Total Pages: 230

ISBN-13: 1136612270

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This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential. As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning. The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction.