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portada Paradigm shift in didactics: instruction vs. construction
Type
Physical Book
Publisher
Author
Language
English
Pages
92
Format
Paperback
Dimensions
22.9x15.2x0.6 cm
ISBN13
9786209426810

Paradigm shift in didactics: instruction vs. construction

Gollner, Alexander (Author) · Our Knowledge Publishing · Paperback

Paradigm shift in didactics: instruction vs. construction - Gollner, Alexander

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Synopsis "Paradigm shift in didactics: instruction vs. construction"

In the search for the right method, there is often a strong polarisation between instruction-oriented and constructivist teaching. In directive teaching, in the sense of guiding, presenting and explaining, learners are assigned a passive role. Learning is predominantly a receptive process. As the antithesis of instruction-oriented teaching methods, constructivist learning theory has become fashionable. Self-organised learning not only leads to learners taking on an active role, but also promotes the development of interdisciplinary skills. However, a simplified either/or attitude is counterproductive. Instruction and construction are not mutually exclusive. Instead, a creative combination of both learning theories is desirable. This work elaborates on what instruction-oriented and moderate constructivist teaching should look like. In the empirical part, the learning success and sustainability of both teaching-learning concepts were examined and compared in order to draw conclusions about the choice of method.

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