http://www.benwilbrink.nl/projecten/constructivisme.htm
Binnen de Freudenthal-groep wordt constructivisme opgevat als de gedachte dat leerlingen hun eigen kennis moeten construeren, en daar kunnen we ze dus maar beter een handje bij helpen door ze aan te sporen tot begrip bij alles wat ze doen. Dat is een misvatting. In de psychologie — en die heeft het weer van de filosofie — is het idee dat de hersenen voortdurend bezig zijn zich representaties van de wereld te construeren, op basis van bestaande kennsi en nieuwe zintuigindrukken. Let wel: er zit niet een klein ventje in ons hoofd die dat construeren doet, het is een hersenactiviteit. Gelukkig dat onze hersenen zo werken (anders zouden we er ook niet zijn, simpel zat). De psychologische theorie biedt natuurlijk aangrijpingspunten voor wie op zoek is naar didactische methoden voor het rekenonderwijs, maar het help niet om daarbij stilzwijgend uit te gaan van die homunculus, van dat mannetje in ons hoofd. Dat mannetje bestaat alleen in de constructies van naïieve constructivisten. Tot die laatste groep behoort Ernst von Glasersfeld zeker niet, de kampioen van het radicaal constructivisme. Ik ben wel benieuwd of hij ergens over onderwijs of over rekenonderwijs in het bijzonder heeft gepubliceerd.
Ik heb er behoefte aan om een lijst aan te leggen van auteurs/onderzoekers (wiskundeonderwijs) die zich bekend hebben tot het constructivisme, of daar uitgesproken sympathie voor hebben. Ik moet dat misschien nog opvolgen met situationisten en nog een enkele curieuze stroming.
Steffe & Kieren, 1994 p. 717
Ernst von Glasersfeld is op 12 november 2010 overleden. Zijn werk is te vinden op zijn website http://www.vonglasersfeld.com/. Video van een lezing in 2001: Constructivisme radical et enseignement. (1 uur)
#Glasersfeld_nd - #Glasersfeld_1981 - #Glasersfeld_1983 - #Glasersfeld_2001
“Von Glasersfeld presented his “radical” interpretation of Piaget’s epistemology to the Jean Piaget Society in Philadelphia in 1975. This presentation, along with the establishment of the Georgia Center for the Study of the Learning and Teahcing of Mathematics in the same year, marked a separation of in the 10-year period of the preconstructivist revolution in research. The basic idea of The Georgia Center was to establish a community of researchers in mathematics education working on problems of interest to the community, where the experience of the researcher, conceptual analysis, and social interaction replaced the controlled experiment as “normal science.” No longer did it seem necessary to use the controlled experiment with its emphasis on statitical tests of null hypotheses and empirical generalization to claim that one was working scientifically.”
Steffe & Kieren (1994) p. 720
Martin A. Simon (2009). Amidst multiple theories of learning in mathematics education. Journal for Research in Mathematics Education. 477-490. pdf
In dit artikel blijken leertheorien eigenlijk alleen de volgende te zijn: gewoon constructivisme, radicaal constructivisme, sociaal constructivisme, en enactivisme. Simon heeft dus behoorlijk grote constructivistische oogkleppen op.
Een website gewijd aan het gedachtengoed van het constructivisme: http://mathforum.org/mathed/constructivism.html
David Jonassen & Susan Land (Eds.) (2012). Theoretical Foundations of Learning Environments. Routledge. contents
De eerste editie is van 2000. Dit is een bundel met enthousiaste uiteenzettingen over constructivistische leertheorieën. Ik verwacht dat het geen amateurpsychologie is, maar dat tegelijkertijd hier toch sprake is van een ideologische stroming. Het probleem is glashelder zichtbaar in het voorwoord van de redacteuren, waar zij voortdurend een homunculus-psychologie aan het beschrijven zijn: er zit een klein mensje in ons hoofd, die het leren bestuurt, en die het construeren, reflecteren en wat niet al voor zijn rekening neemt. Het is werkelijk verbazingwekkend dat Jonassen en Land hier zo naïef zo zijn.
Hoe het dan wel moet, dat laat Stellan Ohlsson zien in zijn (2011) Deep Learning. Cambridge University Press. Voer nooit een deus-ex-machina, homunculus, or whatever in om slap psychologisch geouwehoer een schijn van deugdelijkheid te geven.
Als mijn verwachting klopt, dan i dit boek een van de betere verdedigingen van het constructivisme, en dan zal ik het als mijn aanvalsdoel kunnen gebruiken.
Leslie P. Steffe and Thomas Kieren (1994). Radical Constructivism and Mathematics Education. Journal for Research in Mathematics Education, 25, 711–733. Herdrukt in Thomas P. Carpenter, John A. Dossey & Julie L. Koehler (Ed.) (2004). Classics in Mathematics Education Research (68-83). National Council of Teachers of Mathematics. eerste bladzijde - pdf - pdf
Michael Young (2008). From constructivism to realism in the sociology of the curriculum. Review of Research in Education, 32, Chapter 1. page 1
Paul Ernest (1998). Social constructivism as a philosophy of mathematics. Albany, New York: State University of New York Press. [nog niet gezien]
Paul Ernest (2010) The scope and limits of critical mathematics education. The Philosophy of Mathematics Education Journal 25. download here
“The vision I want to develop is that subjection to mathematics in schooling from halfway through one’s first decade, to near the end of one’s second decade, and beyond if one chooses, as we in ME have done, shapes, structures and transforms (perhaps even deforms) our identity and spirit. I do not claim that mathematics itself is bad. But the manner in which the mathematical way of seeing things and relating to the world of our experience is integrated into schooling, society and above all the interpersonal and power relations in society results in what I claim is the degradation of the human spirit. This is a contingency, an historical construction, that results from the way that mathematics has been recruited into the masculinized systems thinking (Baron-Cohen, 2003) and separated values (Gilligan, 1982) that dominates western bureaucratic thinking. It also results from the way mathematics serves a culture of having rather than being (Fromm, 1978). ”
Jan J. Elshout (2000). Constructivisme (?) en cognitieve psychologie. Pedagogische Studiën, 77, 134-138. pdf hele jaargang 85 Mb of bladeren Beter: 135; 137;
Ernst von Glasersfeld (n.d.). An Exposition of Constructivism: Why Some Like it Radical. html
Ernst von Glasersfeld (2001). The radical constructivist view of science. Foundations of Science, special issue on "The Impact of Radical Constructivism on Science", edited by A. Riegler, 2001, vol. 6, no. 1–3: 31–43. pdf
Ernst Von Glasersfeld (1981). An Attentional Model for the Conceptual Construction of Units and Number Journal for Research in Mathematics Education, Vol. 12, 83-94. abstract
Ernst von Glasersfeld (1983). Learning as constructive activity. In J. C. Bergeron and N. Herscovics (Eds.), Proceedings of the Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 41-69). Montreal: University of Montreal. pdf
Paul Cobb & Leslie P. Steffe (1983). The Constructivist Researcher as Teacher and Model Builder Journal for Research in Mathematics Education, Vol. 14, 83-94. eerste bladzijde
Jere Confrey (). What constructivism implies for teaching. Journal for Research in Mathematics Education. Monograph, Vol. 4, Constructivist Views on the Teaching and Learning of Mathematics. (1990), pp. 107-122+195-210. eerste bladzijde
Noddings, N. (1991). Constructivism in mathematics education (Vol. Monograph, pp. 7-18). National Council of Teachers of Mathematics. [ik heb deze nog niet gezien] target='_blank'>abstract
Youyan Nie & Shun Lau (2010). Differential relations of constructivist and didactic instruction to students’ cognition, motivation, and achievement. Learning and instruction, 20, 411-423. abstract
Mark Windschitl (2002). Framing consructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72, 131-175. abstract [nog niet gezien]
Adrianus de Kock, Peter Sleegers & Marinus J. M. Voeten (2004). New learning and the classification of learning environments in secondary education. Review of Educational Research, 74, 141-170. abstract [nog niet gezien]
D. C. Phillips (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24, no. 7, 5-12. first page [nog niet gezien] [NB: Footnotes to “The many faces of constructivism”, Educational Researcher, 25, 19]
Paul Cobb (Guest Ed.) (1994). Learning mathematics: Constructivist and interactionist theories of mathematical development. Educational Studies in Mathematics, 26 #2-3, 105-
Paul Cobb & Erna Yackel (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31, 175-190. pdf - - abstract
Het is herdrukt in Carpenter, Dossey & Koehler (2004, p. 209-226, met een beschouwing van Janet Bowers op p. 208, helemaal juichend over dit gedachtengoed over ontwikkelingsonderzoek).
Wie in dit artikel bladert, het abstract leest, en ziet dat het nergens gaat over wiskundeonderwijs in eigenlijke zin, begint te begrijpen dat de reformbeweging het reken- en wiskundeonderwijs smoort in goedbedoelde warhoofderij.
Thomas P. Carpenter, John A. Dossey & Julie L. Koehler (Ed.) (2004). Classics in Mathematics Education Research. National Council of Teachers of Mathematics. preface en contents
Oké, maar dan wel met nadruk op de reformbeweging. Deels is die nadruk terecht: de beweging heeft immers een enorme impact gehad op het rekenonderwijs, en alleen daarom ook verdienen de protagonisten en hun onderzoek onze aandacht.
Phillips, D. C. (1997). Coming to grips with radical constructivism. Science and Education, 6 (1-2), 85-104. [nog niet gezien]
Olssen, M. (1996). Radical constructivism and its failings: Anti-realism and individualism. British Journal of Educational Studies, 44 (3), 275-295.[nog niet gezien]
Fox, R. (2001). Constructivism examined. Oxford Review of Education, 27 (1), 23-35.[nog niet gezien]
Boghossian, P. A. (2006). Fear of knowledge. Oxford: Oxford University Press.[nog niet gezien]
Daniel T. Hickey, Allison L. Moore and James W. Pellegrino (2001). The Motivational and Academic Consequences of Elementary Mathematics Environments: Do Constructivist Innovations and Reforms Make a Difference? American Educational Research Journal, 38, 611-652. abstract
Een juichend rapport over successen van een typisch constructivistisch stuk onderwijs, met complexe context en al. Dat vraagt dus om kritische analyse, want er is in dit geval ook weer niet gekeken naar effecten op lange termijn van een onderwijsmethode die i zijn gheel volgens deze constructivistische principes is ingericht.
Anderson, J. R., Reder, L. M. & Simon, H. A. (1999). Applications and misapplications of cognitive psychology to mathematics education. html
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.
Egan, K. (2002). Getting it wrong from the beginning: our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale New Haven, CT: University Press. [nog niet gezien]
Gross, P. R., Levitt, N. & Lewis, M. W. (1996). The flight from science and reason. New York: The New York Academy of Sciences. [nog niet gezien]
Kirschner, P. A., Sweller, J., Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf
Philips, D. C. (Ed.). (2000). Constructivism in education: opinion and second opinions on controversial issues. Chicago: University of Chicago Press. [nog niet gezien]
Wu, H. (1996). The mathematician and the mathematics education reform. Notices of the American Mathematical Society, 43, 1531-1537. http://math.berkeley.edu/~wu/reform2.pdf[nog niet gezien]
Wu, H. (1997). The mathematics education reform: What is it and why should you care? American Mathematical Monthly, 104, 946-954. http://math.berkeley.edu/~wu/reform3.pdf[nog niet gezien]
Mathematicians' Letter to the Secretary of Education, http://www.mathematicallycorrect.com/riley.htm[nog niet gezien]
Kozloff, M. A. (1998). Constructivism in education: Sophistry for a new age. http://www.uncwil.edu/people/kozloffm/ContraConstructivism.html[nog niet gezien]
Howe, R. (1998). The AMS and mathematics education: The revision of the "NCTM Standards," Notices of the AMS, 45(2), 243-247. http://www.ams.org/notices/199802/howe.pdf[nog niet gezien]
Howe, R. (1998). Reports of AMS Association Resource Group," Notices of the AMS, 45(2), 270-276. http://www.ams.org/notices/199802/comm-amsarg.pdf[nog niet gezien]
Jackson, A. (1997). The math wars: California battles it out over mathematics education reform (part I). Notices of the AMS, 44(6), 695-701. http://www.ams.org/notices/199706/comm-calif.pdf[nog niet gezien]
Jackson, A. (1997). The math wars: California battles it out over mathematics education reform (part II). Notices of the AMS, 44(7), 817-823. http://www.ams.org/notices/199707/comm-calif2.pdf[nog niet gezien]
Onderwijskrant 113 (2000). Constructivisme als leertheorie en constructivistische wiskunde. Themanummer over (contra)constructivisme. Realistisch wiskundeonderwijs: lager peil en constructivistische invloeden. doc
Peter C. Taylor, Barry J. Fraser and Darrell L. Fisher (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, Volume 27, Issue 4, 293-302, abstract
Thomas S. Popkewitz (1998). Dewey, Vygotsky, and the Social Administration of the Individual: Constructivist Pedagogy as Systems of Ideas in Historical Spaces. American Educational Research Journal, 35, 535-570. abstract
Joost Lowyck, Jan Elen & Geraldine Clarebout (2004). Instructional conceptions: Analysis from an instructional design perspective. International Journal of Educational Research, Volume 41, 429-444, abstract
Current studies not only show a limited theoretical foundation, the methodology used reveals problems as well. One problem relates to the research instruments. In all reported studies, a specific type of self-report is used, namely interview or questionnaire. This supposes that learners can consciously access and articulate their conceptions.
Alan Lesgold (2004). Contextual requirements for constructivist learning. International Journal of Educational Research, Volume 41, 495-502.
Lesgold is een profeet. Bij hem kunnen we terecht voor de verdediging van het constructivisme.
The history of educational research has been one of movement from studying learning of arbitrary facts to studying the acquisition of complex understandings and competences. It has moved from a basic research stance to an applied research stance. We have even evolved the concept of educational ‘‘change agents’’ to help enculturated new approaches. However, when an approach is radically different and involves complex skills in its application, more is needed. Both the ‘‘why’’ and the ‘‘how to’’ of constructivist approaches need to be enculturated widely into our society. So far, we have made constructivism a term in vogue, but we have not fully completed the enculturation of deep understanding of how it is fostered and why it is important. Until we complete the enculturation task, we need not worry that the constructivist enterprise will run out of work to do.
Anto Constructivist References
Appraising constructivism in science and mathematics education M R Matthews (2000) Social constructivism, individual constructivism and the role of computers in mathematics education E Smith in The Journal of Mathematical Behavior (1998) Using technology to integrate constructivism and visualization in mathematics education I Malabar, D C Pountney in 2nd International Conference on the Teaching of Mathematics (2002)
Kenneth E. Hay & Sasha A. Barab (2001). Constructivism in Practice: A Comparison and Contrast of Apprenticeship and Constructionist Learning Environments. Journal of the Learning Sciences, 10, 281-322. pdf abstract
Daniel T. Hickey (1997): Motivation and contemporary socio-constructivist instructional perspectives, Educational Psychologist, 32:3, 175-193. abstract
Sharon J. Derry (1996): Cognitive schema theory in the constructivist debate, Educational Psychologist, 31:3-4, 163-174 abstract
“This article contrasts cognitive constructivism with several other fbrms of constructivism in the educational research community. It then attempts to represent tlhe range of theoretical approaches within cognitive constructivism, pointing to examples and ]potential educational applications of cognitive constructivist ideas.”
Richard S. Prawat (1996): Constructivisms, modern and postmodern, Educational Psychologist, 31:3-4, 215-225 abstract
Sidney Strauss (1996). Confessions of a born-again constructivist. Educational Psychologist, 31, 15-21 abstract
Walter Doyle & Kathy Carter (1996): Educational psychology and the education of teachers: A reaction. Educational Psychologist, 31, 23-28 abstract
HENK G. SCHMIDT, HENK T. VAN DER MOLEN, WILCO W. R. TE WINKEL & WYNAND H. F. W. WIJNEN (2009): Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School, Educational Psychologist, 44:4, 227-249abstract
MARGARET E. GREDLER (2009): Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky's Cultural-Historical Theory, Educational Psychologist, 44:1, 1-19abstract
Ola Halldén, Liza Haglund & Helge Strömdahl (2007): Conceptions and Contexts: On the Interpretation of Interview and Observational Data, Educational Psychologist, 42:1, 25-40 abstract
Igor M. Arievitch & Jacques P. P. Haenen (2005): Connecting Sociocultural Theory and Educational Practice: Galperin's Approach, Educational Psychologist, 40:3, 155-165abstract
Päivi Tynjälä (1999). Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university. International Journal of Educational Research, 31, 355-442. abstract
John Seely Brown, Allan Collins and Paul Duguid (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18, 32 abstract
http://www.benwilbrink.nl/projecten/constructivisme.htm