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Social constructivist teaching = affordancesand constraints /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social constructivist teaching/ editedby Jere Brophy.
Reminder of title:	affordancesand constraints /
other author:	Brophy, Jere E.
Published:	Bingley, UKEmerald, : 2002.,
Description:	1 online resource (384 p.) :ill. :
Subject:	Education - Research. -
Online resource:	http://www.emeraldinsight.com/1479-3687/9
ISBN:	9781849501507 (electronic bk.)

Social constructivist teaching = affordancesand constraints /
Social constructivist teachingaffordancesand constraints /[electronic resource] :editedby Jere Brophy. - Bingley, UKEmerald,2002. - 1 online resource (384 p.) :ill. - Advances in research on teaching,v. 91479-3687 ;. - Advances in research on teaching ;v. 13..

Includes bibliographical references.

Learning and teaching for understanding : the key role of collaborative knowledge building / Gordon Wells -- Social constructivist teachingand the shaping of students' knowledge and thinking / Graham Nuthall -- A diversity of teaching and learning paths : teaching writing in situated activity/ Carol Sue Englert and Kailonnie Dunsmore -- A highly interactive discourse structure / Alan H. Schoenfeld -- Methods, goals, beliefs, commitments, and manner in teaching : dialogue against a calculus backdrop / Daniel Chazan and Marty Schnepp -- Talking to understand science / Kathleen J. Roth --Constructing ideas about history in the classroom : the influence of competing forces on pedagogical decision making / Bruce A. VanSledright and Jennifer Hauver James -- Westward expansion and the ten-year-old mind : teaching for historical understandingin a diverse classroom / Cynthia M. Okolo, Ralph P. Ferretti, and Charles D. MacArthur -- Discussion / Jere Brophy.

This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situationsfor which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate). Contributors were asked to explain what social constructivist teaching means in the areas of teaching in which their scholarly work has concentrated, to describe the forms that such teaching takes and the rationale for using them, assess their strengths/areas of applicability and their weaknesses/areas of irrelevance or limitedapplicability, and talk about how the approaches would need to be adjusted from their usual forms in order to match the affordances and limitations of certain students, instructional situations, etc.The authors focus on theory and research relating to social constructivist teaching, not merely social constructivist ideas about epistemology or learning. Taken together, the contributions encompassmost grade levels and school subjects and include attention to small-group as well as whole-class settings andto selection of learning activities as well as scaffolding of discourse. Most currently available scholarly writing on social constructivist teaching is limited to consideration of propositional knowledge (defining it and identifying its key characteristics) and procedural knowledge(describing its implementation in detail). This volume also includes much-needed conditional knowledge (specification of when and why it would or would not be used).

ISBN: 9781849501507 (electronic bk.)Subjects--Topical Terms:

81287
Education
--Research.

LC Class. No.: LB1028 / .S63 2002

Dewey Class. No.: 370.102

Universal Decimal Class. No.: 37.01

Social constructivist teaching = affordancesand constraints /
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245 0 0 $a Social constructivist teaching $h [electronic resource] : $b affordancesand constraints / $c editedby Jere Brophy.
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520 $a This volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situationsfor which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate). Contributors were asked to explain what social constructivist teaching means in the areas of teaching in which their scholarly work has concentrated, to describe the forms that such teaching takes and the rationale for using them, assess their strengths/areas of applicability and their weaknesses/areas of irrelevance or limitedapplicability, and talk about how the approaches would need to be adjusted from their usual forms in order to match the affordances and limitations of certain students, instructional situations, etc.The authors focus on theory and research relating to social constructivist teaching, not merely social constructivist ideas about epistemology or learning. Taken together, the contributions encompassmost grade levels and school subjects and include attention to small-group as well as whole-class settings andto selection of learning activities as well as scaffolding of discourse. Most currently available scholarly writing on social constructivist teaching is limited to consideration of propositional knowledge (defining it and identifying its key characteristics) and procedural knowledge(describing its implementation in detail). This volume also includes much-needed conditional knowledge (specification of when and why it would or would not be used).
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830 0 $a Advances in research on teaching ; $v v. 13. $3 195329
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