Year: 2007
Type: dissertation
Abstract: Constructivism is currently an influential view on \nlearning. It advocates a student-centred perspective: Students are \nactive learners who construct their own understanding (e.g., Slavin, \n2006). Different types of constructivism can be distinguished (e.g., \nPhillips, 1995) that all acknowledge that the construction of \nknowledge is an active process. This active process can be described \nin terms of individual cognitive processes (i.e., cognitive \nconstructivism), in terms of social processes (i.e., social \nconstructivism), or in terms of sociocultural processes (i.e., \nconstructionism; Phillips, 1997). Despite these differences, \nconstructivist perspectives share a number of assumptions that should \nbe considered in learning (e.g., Driscoll, 2005).\nFirst, knowledge ac
Author: Sofie M. M. Loyens
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1798889671