Abstract
Constructivism implies teaching techniques based on the notion that students’ prior knowledge profoundly impacts their understanding of subject matter, that students learn best when they apply knowledge in authentic contexts, engage in dialogue with their peers and others, and should strive for understanding of core ideas as opposed to memorizing and repeating a list of facts (Windschitl, 1999).
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References
Applefield, J. M., Huber, M., & Moallem, M. (2001). Constructivism in theory and practice: Toward a better understanding. The High School Journal, 84(2), 35-53.
Windschitl, M. (1999). The challenges of sustaining a constructivist classroom culture. PhiDelta Kappan, 80(10), 751-757.
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McComas, W.F. (2014). Constructivist Teaching Practices. In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_20
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DOI: https://doi.org/10.1007/978-94-6209-497-0_20
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-497-0
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