Research article

Seven posers in the constructivist classroom

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Abstract

In education, 'constructivism' constitutes the 'grand unified theory' of the moment. In this article, I maintain that constructivism as a theory of knowledge and constructivism as pedagogy are distinct and that the question of what constructivism about knowledge implies for teaching is under-theorised. Seven classroom scenarios are sketched that illustrate the problems that a constructivist view of knowledge can create in the classroom. It is concluded that constructivist epistemology undermines effective teaching; as such, realistic teaching practice cannot proceed from constructivist assumptions regarding the nature of knowledge. The conclusion, however, is neutral regarding teaching practice: constructivist epistemology is neither sufficient nor necessary for what is called 'constructivist' teaching practice.

Keywords: CONSTRUCTIVISM, EPISTEMOLOGY, PEDAGOGY, LEARNING THEORY, HIGHER EDUCATION

How to Cite:

Kotzee, B., (2010) “Seven posers in the constructivist classroom”, London Review of Education 8(2), 177–187. doi: https://doi.org/10.1080/14748460.2010.487340