Constructivist Discourses and the Field of Education: Problems and Possibilities

Davis, Brent; Sumara, Dennis

doi:10.1111/j.1741-5446.2002.00409.x

Cited by 106 publications

(72 citation statements)

References 3 publications

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“…In virtually every definition of engaged learning, students take an active role in the learning process (WolfWendel, Ward & Kinzie, 2009), with recent calls for students to become co-creators of learning (Davis & Sumara, 2002;McCulloch, 2009).…”

Section: Theoretical Groundingmentioning

confidence: 99%

Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

Bovill

Cook-Sather

Felten

2011

International Journal for Academic Development

523

379

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Within higher education, students' voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally, we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning.

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Section: Theoretical Groundingmentioning

confidence: 99%

Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

Bovill

Cook-Sather

Felten

2011

International Journal for Academic Development

523

379

View full text Add to dashboard Cite

show abstract

“…Developing an up-to-date scale of learning responsibility with proven validity and reliability based on the literature findings could help eliminate a significant gap in the subject area. In addition, this scale development study could be considered significant since research on the contemporary learning theories suggests that learners have the primary responsibility for the learning process, knowledge is constructed through learners' active involvement and effort, and learners' efforts are the key determinants in achieving quality learning outcomes (Davis & Sumara, 2002).…”

Section: Research Objectivesmentioning

confidence: 99%

Öğrenme Sorumluluğu Ölçeğinin Geliştirilmesi

Erişti¹

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The purpose of this research is to develop a scale that will enable to determine the conditions of fulfillment of students' behaviors within the scope of learning responsibility which can be directly related to each course and learning area in school learning. Participants of the study are 520 university students studying at undergraduate level in different faculties. Scale development process was developed in nine stages in the direction of literature review, subject field experts and linguists, and finalized after pilot implementation, to the research population. The analysis of the research data was carried out by means of descriptive factor analysis. As the result of the data analysis process, a structure with explanatory power of about 54% of the total variance was obtained which explains the behaviors related to learning responsibility with four factors and 28 items (χ2: 6856,93, df: 351; p <.000). The reliability analysis shows that, the scale has a very high level (α =.927) of reliability. The scale developed is assessed as a validated and reliable tool that can be used to determine students' fulfillment of inschool and out-of-school behaviors within the scope of their learning responsibility.

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“…Depuis cette recherche, malgré que ce ne soit pas l'objectif de cet article de présenter cela en détail, Dennis et moi-même travaillons à une analyse historique et à un compte rendu critique de l'émergence des discours constructivistes en éducation. Plus spécifi quement, nous avons commencé à suivre l'exemple des enseignants en devenant attentifs à notre propre engagement dans la manière dont les concepts constructivistes étaient utilisés pour soutenir les aspects particuliers qu'ils étaient censés problématiser (voir Davis et Sumara, 2002, 2003.…”

Section: Les Attitudesunclassified

Trois attitudes dans la recherche en éducation : autour de « l’explicite », de « l’implicite » et de la « complicité »

Davis

2006

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Trois attitudes dans la recherche en éducation sont examinées par l’entremise d’une discussion portant sur une recherche collaborative réalisée avec des enseignants d’une école secondaire. Les trois attitudes — d’observation, d’interprétation et de participation — sont décrites comme étant interreliées et imbriquées. Elles se distinguent par leurs préoccupations premières relativement à certains aspects touchant aux savoirs et à leur appropriation et qui sont de l’ordre de « l’explicite », de « l’implicite » et de la « complicité ». La discussion suggère que l’attitude de participation est probablement la plus adéquate pour la recherche en éducation, dans la mesure où elle partage les préoccupations fondamentales de l’éducation par rapport à une pragmatique de la transformation humaine.This article examines three attitudes to educational research through an analysis of a discussion on a collaborative research project involving secondary school teachers. The three attitudes – observation, interpretation, and participation– are described as closely inter-related and overlapping. They are distinctive in their primary preoccupations related to certain aspects of knowledge and its appropriation, specifically “the explicit” “the implicit” and “the complicit”. The discussion suggests that an attitude of participation is probably the most adequate for educational research in that this attitude shares the fundamental preoccupations of education as related to the pragmatics of human transformation.Tres actitudes en la investigación en educación están examinadas a través de una discusión sobre una investigación cooperativa realizada con maestros de una escuela secundaria. Las tres actitudes – de observación, de interpretación y de participación – están descritas como siendo interrelacionadas e imbricadas. Se distinguen por tener como preocupaciones primeras algunos aspectos relativos a los saberes y a su apropiación y que son de la orden del « explícito », del « implícito y de la « complicidad ». La discusión sugiere que la actitud de participación probablemente sea la más adecuada para la investigación en educación, en la medida en que comparte las preocupaciones fundamentales de la educación con relación a una pragmática de la transformación humana

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Constructivist Discourses and the Field of Education: Problems and Possibilities

Cited by 106 publications

References 3 publications

Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

Öğrenme Sorumluluğu Ölçeğinin Geliştirilmesi

Trois attitudes dans la recherche en éducation : autour de « l’explicite », de « l’implicite » et de la « complicité »

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