Student-centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers

Krahenbuhl, Kevin S.

doi:10.1080/00098655.2016.1191311

Cited by 118 publications

(104 citation statements)

References 19 publications

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“…This real-time feedback means that the lecturer can constantly adjust what they teach dependent on the current level of knowledge exhibited by the cohort of students. This ability to make individual exchanges between teacher and students accessible to all solves one of the inefficiencies inherent in the FC approach, where a process of social negotiation is required during group or collaborative learning to reach a consensus understanding based on the students' existing knowledge base (Mayer, 2004;Krahenbuhl, 2016). Although any incorrect knowledge acquired during discussion is corrigible, exposing novice learners to prolonged periods of unguided learning can be counter-productive and inefficient (Kirschner et al, 2006).…”

Section: Solution: the Active Lecturementioning

confidence: 99%

Flipped classroom or an active lecture?

Pickering

Roberts

2017

Clinical Anatomy

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Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidencebase, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121,

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Section: Solution: the Active Lecturementioning

confidence: 99%

Flipped classroom or an active lecture?

Pickering

Roberts

2017

Clinical Anatomy

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“…Whether it was sustained or reawakened by enlightenment thinkers, the essential character of concepts derived from Aristotle was integral to the field of psychology in the mid‐20 th century, as thinkers such as Piaget and Bruner developed their cognitivist accounts of learning. As Krahenbuhl () argues, such theories have come to have significant influence upon education. It is therefore worthwhile examining the echoes of essentialism in cognitivism.…”

Section: The Classical View Of Learningmentioning

confidence: 99%

Ghosts in the Curriculum—Reframing Concepts as Multiplicities

Hardman¹

2019

Journal of Philosophy of Education

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Contemporary curricula specify the conceptual understanding that will be important for pupils in the world that they will soon inhabit. In so doing, concepts are characterised as representing the essential qualities of phenomena, the knowledge of which will be applicable in future contexts. Yet such a characterisation divorces concepts from the here and now, and from the detail of the activities and problems presented to learners in classrooms. I argue that there is a category error inherent in the way that the spectres of conceptual understanding are assumed to emerge from the unique circumstances of educational practice. This error has a long heritage which spans from Aristotle's essentialism to cognitivist theories of learning. I will show that this category error is sustaining an unnecessary separation between knowledge and learning in contemporary debates about curriculum, pedagogy and assessment. Deleuze's notion of multiplicity offers an alternative characterisation, making a single curricular concept synonymous with the many, unique manifestations of that concept in the world. Seeing concepts as multiplicities allows us to recognise that curricular concepts themselves, and the conceptual understandings of individuals, are in a process of continual becoming. Concepts are dynamic and emergent from unique circumstances, yet allow shared understanding and assessment. Exorcising the supernatural view of concepts from contemporary debates in education is an affirmative first step in developing a more specific account of learning.

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“…University didactics is closely related to the theories behind the teaching and learning process. Constructivism is currently one of the most frequently referred to theories underlying education (Krahenbuhl, 2016). Despite its different varieties, it essentially emphasizes the idea that knowledge is constructed in the process of interaction with the world (Gordon, 2009).…”

Section: Future Teachers' Social Construction Of Knowledgementioning

confidence: 99%

Social Construction of Knowledge in Future Teachers in Problem-Based Learning Teams

Lenkauskaitė

2018

SIE

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The transformation in teacher training today is a widely analysed issue in the field of higher education. The search for educational strategies allowing to develop competences important to a future teacher, to be constantly learning, to be able to collaborate in a team, to analyse and solve authentic problems, to construct one’s knowledge is gaining bigger and bigger relevance. It has been noticed that problem-based learning is one of attractive strategies responding to many challenges that higher education studies of today are facing. The aim of the present research is to reveal the opportunities and experiences of social construction of knowledge in future teachers in problem-based learning teams. The problem question is how do future teachers socially construct knowledge in problem-based learning teams? The methods of the analysis of scientific literature and interview have been used. Using the method of the analysis of scientific literature, the importance of social construction of knowledge in teacher training and opportunities for activity of future teachers in terms of knowledge construction in problem-based learning teams have been revealed. Interview with future teachers has highlighted students’ various experiences in problem-based learning teams. There future teachers were learning to critically evaluate their own and their colleagues’ ideas from various aspects. The development of the abilities to analyse and solve authentic problem-based situations the teachers will face in future every day has been emphasized. The dynamics of teamwork manifesting itself in problem-based learning has allowed future teachers to reflect on the progress of their knowing how to learn and share.

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Student-centered Education and Constructivism: Challenges, Concerns, and Clarity for Teachers

Cited by 118 publications

References 19 publications

Flipped classroom or an active lecture?

Flipped classroom or an active lecture?

Ghosts in the Curriculum—Reframing Concepts as Multiplicities

Social Construction of Knowledge in Future Teachers in Problem-Based Learning Teams

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