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 Long  + Screen 1 of 3  AUTHOR

s:      
TITLE
: / by Brooks, Jacqueline GrennonPub.Date:     Document no.:
FOUND IN:     
ABSTRACT
:       Educators must understand two opposing traditions
ineducation, the mimetic and the transformative.
Whereastraditional lesson structuring stresses
conceptintroduction, constructivism emphasizes exploration.
Toconstructivists, teachers strike the delicate balancebetween
teaching for fact and skill acquisition and teachingfor
independent and expert thinking. Includes 16 references. 
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ABSTRACT
:(MLH)Type:       Journal article(080);
Evaluative/feasibility(142)Language:       English RIE/CIJE
issue: CIJJUN90If not avail. in your library or through ILL, for
sale from:  UMIMajo Identifiers (type ks=):ConstructivismMajor
Descriptors (type sm= or ks=):Conventional InstrucionCreative
TeachingDiscovry LearningInstuctional InnovationB BackN NextP
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Locations     E Introduction     Long View CITATION - Record 16
of 31 Entries FoundERIC (CIJE) (1988 to date)  + Screen 1 of 3 
AUTHOR

s:Olson, Gary A.
TITLE
:Fish Tales: A Conversation with "The Contemporary Sophist." /by
Olson, Gary A.Pub.Date:       1992Document no.:   EJ447095FOUND
IN:       Journal of Advanced Composition; v12 n2 p253-77 Fall
1992
ABSTRACT
:       Relates an interview with "the contemporary sophist"
Stanley  Fish, where he discusses John Milton, composition
theory,and his role as a social constructionist. (PRA)Pub.Type:   
   Journal article(080); Viewpoint(120)Language:      
EnglishRIE/CIJE issue: CIJNOV92BR Brief ViewF ForwardN NextP
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menu More databases      Long View CITATION - Record 18 of 31
Entries FoundERIC (CIJE) (1988 to date)  + Screen 1 of 2  AUTHOR

s:Petraglia, Joseph
TITLE
:Interrupting the Conversation: The Constructionist Dialogue
inComposition. / by Petraglia, JosephPub.Date:       1991Document
no.:   EJ422567FOUND IN:       Journal of Advanced Composition;
v11 n1 p37-55 Win 1991
ABSTRACT
:       Suggests some of the basic premises that underlie the
field ofcomposition's conception of social construction.
Critiques  those premises from the perspectives of theorists in
relateddisciplines that are investigating the relationship
ofdiscourse to knowledge. (RS)Pub.Type:       Journal
article(080); Viewpoint(120)Language:       EnglishBR Brief ViewF
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 E Introduction      O Other Options  
menu More databases  N93Harel, Idit      Childen as Software
Designers: A Constructionist Approach forLearning Mathematics. /
by Harel, Idit09156 Mathematical Behavior; v9 n1 p3-93 Apr
1990This paper dscribes a 4-month-long experiment in
computer-based learing called Instructional Software Design
andprents aspects of the software evaluation. Resultsincluded
greater mastery of LOGO and fractions by the experimental class
than for either control class and greateracquisition of
metacognitive skills. (AUTHOR

/CW)Notes:          Journal availability: Ablex Publishing, 355
Chestnut St., N20Goodson, Ivor F.Studying Curriculum: Towards a
Social ConstructionistPrspective. / by Goodson, Ivor F.1733
Curriculum Studies; v22 n4 p299-312 Jul-Aug 1990Asserts that
curicularists need to move away from curriculum on objectives,
and that they should embrace the notionof curriculum a social
construction at the level ofprescription and also at the level of
process and practice.Maintains that methodological foci need to
be developedwhich ntegrate studies at the preactive and
interactivelevels. (DB)     Long View CITATION - Record 26 of 31
Entries FoundERIC (CIJE) (1988 to date)  + Screen 1 of 3  AUTHOR

s:Sorensen, Gail
TITLE
:The Strategy Selection-Construction Controversy: A CodingScheme
for Analyzing Teacher Compliance-Gaining MessageConstructions. /
by Sorensen, Gail; And OthersPub.Date:       1989Document no.:  
EJ388651FOUND IN:       Communication Education; v38 n2 p102-18
Apr 1989
ABSTRACT
:       Assesses the functional equivalence of two techniques
forcompliance-gaining research in the classroom:
theconstructionist approach and the strategy checklisttechnique.
Describes a system for coding teachers' messageconstructions.
Argues that the techniques are functionallyequivalent. (MS)BR
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Entries FoundERIC (RIE) (1988 to date)  + Screen 1 of 6  AUTHOR

s:Bruffee, Kenneth A.
TITLE
:Collaborative Learning: Higher Education, Interdependence,
andthe AUTHOR

ity of Knowledge. / by Bruffee, Kenneth A.Pub.Date:      
1993Pages; Fiche:   264Document no.:   ED364160FOUND IN ERIC
microfiche unless noted otherwise:Document Not Available from
EDRS.
ABSTRACT
:       This volume explores the role and implications
ofcollaborative learning for the mission and future of
highereducation and college teaching. Part I discusses
theimplications of nonfoundational social constructionistthought
for colleges and universities. NonfoundationalBR Brief ViewF
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menu More databases F2Tile:Collaborative Learning: Higher
Education, Interdependence, ...
ABSTRACT
:notions f knowledge and social relations argue thatknowledge has
no foundations, and that people constructknowledge out of the
"languages" available. Chapter 1describes how the author became
aware of nonfoundationalunderstandings of knowledge. Chapter 2
explains a commonmodel for collaborative learning classroom
consensus groups.Chapter 3 discusses the role of writing in
collaborativelearning. Chapter 4 treats pedagogical issues.
Chapter 5discusses how institutions can initiate changes in
attitude.Chapter 6 trats educational technology. Part 2
reconsidersother tpics related to higher education in light
ofnonfoundational social constructionist thought and
theinterdependence it implies. Chapter 7 argues thB BackN NextI
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O Other Options  
menu More databases F3nfoundational knowledge implies
interdependence. Chapter 8explains professional implications for
the academic    community. Chapter 9 discusses benefits of
collaborativetaching in the sciences. Chapter 10 show how
foundationalthinking has affected education and resarch. Chapter
11describes and evaluates attempts by eminent teachers to
usenonfoundational understandings. Chapter 12 sketches
anundergraduate curiculum that institutionalizesnonfoundatinal
understanding of knowledge. An appendixtreas architecture and
classroom design. Includes an indexand glossary. Conains 136
references. (AUTHOR

/JB)Notes:264p.Pub.Type:       Book(010); Information
analysis(070) F4Intended audience:Administratos; Teachers;
PractitionersLanguage:       EnglishGeographic source:U.S.; New
YorkRIE/CIJE issue: RIEAPR94If not avail. in your library or
through ILL, for sale from:Johs Hopkins University Press, 2715 N.
Charles Street,Baltimore, MD 21218-4319 ($29.95).Major
Identifiers (type ks=):Collaborative LearingSocial Constructivism