Indian Streams Research Journal

Volume : IV, Issue : V, June - 2014

CONSTRUCTIVISM IN TEACHING-LEARNING: A PARADIGM SHIFT IN INDIAN CLASSROOMS

Anand Valmiki, None

DOI : 10.9780/22307850, By : Laxmi Book Publication

Abstract :

Although constructivism is a concept that has been embraced my many teachers over the past 10 years, the meanings that are attached to this term are varied and often inadequately understood. Teachers need to have a sound understanding of what constructivism means to evaluate its promise and to use it knowledgeably and effectively. This paper explicates some of the theoretical background of constructivism and then presents as what teachers need to know to make their classroom to shift towards constructivism.

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References :

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13. Broekkamp, H. (2002). Task demands and test expectations [Dissertation]. Amsterdam: Universiteit van Amsterdam.
14. Bransford, J.D., Brown, A.L., & Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning. National Acadamy Press. Washington, DC.
15. Farrugia P., Petrisor B., Farrokhyar F., Bhandari M. Research questions, hypotheses and objectives. Can J Surg 2010; 53:278-281
16. Dochy, F., Segers, M., & Buehl, M. (1999). The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge. Review of Educational Research, 69 (2), 147-188.
17. Agarwal, R. Enriching The Elementary Education with Constructivist Approach. Retrieved from http://www.aiaer.net/ejournal/vol22110/4.pdf
18. Bloom, S. Benjimen (1956). The Taxonomy of Educational Objectives: The Classification of Educational Goals, David Mc Kay, New York.
19. Broekkamp, H. (2002). Task demands and test expectations [Dissertation]. Amsterdam: Universiteit van Amsterdam.
20. Farrugia P., Petrisor B., Farrokhyar F., Bhandari M. Research questions, hypotheses and objectives. Can J Surg 2010; 53:278-281
21. Farrugia P., Petrisor B., Farrokhyar F., Bhandari M. Research questions, hypotheses and objectives. Can J Surg 2010; 53:278-281
22. Bloom, S. Benjimen (1956). The Taxonomy of Educational Objectives: The Classification of Educational Goals, David Mc Kay, New York.
23. Broekkamp, H. (2002). Task demands and test expectations [Dissertation]. Amsterdam: Universiteit van Amsterdam.
24. Bransford, J.D., Brown, A.L., & Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning. National Acadamy Press. Washington, DC.
25. Dochy, F., Segers, M., & Buehl, M. (1999). The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge. Review of Educational Research, 69 (2), 147-188.
26. Bransford, J.D., Brown, A.L., & Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning. National Acadamy Press. Washington, DC.
27. Farrugia P., Petrisor B., Farrokhyar F., Bhandari M. Research questions, hypotheses and objectives. Can J Surg 2010; 53:278-281
28. Bransford, J.D., Brown, A.L., & Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning. National Acadamy Press. Washington, DC.
29. Agarwal, R. Enriching The Elementary Education with Constructivist Approach. Retrieved from http://www.aiaer.net/ejournal/vol22110/4.pdf
30. Bloom, S. Benjimen (1956). The Taxonomy of Educational Objectives: The Classification of Educational Goals, David Mc Kay, New York.
31. Broekkamp, H. (2002). Task demands and test expectations [Dissertation]. Amsterdam: Universiteit van Amsterdam.
32. Farrugia P., Petrisor B., Farrokhyar F., Bhandari M. Research questions, hypotheses and objectives. Can J Surg 2010; 53:278-281
33. Dochy, F., Segers, M., & Buehl, M. (1999). The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge. Review of Educational Research, 69 (2), 147-188.

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