Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008)
نویسنده
چکیده
In this journal, Loyens and Gijbels (2008) recently edited an interesting and inspiring special issue on the effects of constructivist learning environments. In this commentary, I do not want to evaluate the specific strengths and shortcomings of the single contributions or of the special issue as a whole. Rikers et al. (2008) have already provided such a balanced evaluation of the special issue’s contributions. This commentary focuses on more fundamental issues. Actually, I want to claim that it is a paradox if constructivists talk about constructivist learning environments. I know that many readers will now think that my claim is a paradox. However, in the following I will show why my claim is not at all contradictory (see also Renkl 2008). At this point, it is sensible to recapitulate what the core of constructivism is. Loyens and Gijbels (2008) have identified the following core assumptions:
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The effects of constructivist learning environments: a commentary
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