Pérez Cavana, Maria Luisa
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|DOI (Digital Object Identifier) Link:||http://dx.doi.org/10.4018/978-1-60566-654-9.ch001|
|Google Scholar:||Look up in Google Scholar|
Taking into account the complexity and multiplicity of constructivist theories, the first part of this chapter focuses on the relationship between epistemology and pedagogy in constructivism, in particular in the radical constructivist position of von Glasersfeld, which is considered a significant referent in constructivism. To overcome some of the shortcomings of radical constructivism, the author have then explored the origins of constructivist theory and practice in the work of John Dewey, whose ideas could be still a source of inspiration for constructivist educational practice. The second part of this chapter analyses the social constructivist development in different internet-based learning platforms and social software and considers at the end some practical difficulties and benefits of online learning for the implementation of constructivist learning theories for learners as teachers.
|Item Type:||Book Chapter|
|Copyright Holders:||2009 IGI Global|
|Keywords:||IT education; library science; human aspects of technology; web technologies|
|Academic Unit/Department:||Education and Language Studies > Languages|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Maria Pérez Cavana|
|Date Deposited:||13 Jul 2010 13:33|
|Last Modified:||27 Oct 2012 07:51|
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