How the Environment Plays a Role in Learning?

IntroductionDuring the 1990s, considerable interest has been generated in the design of constructivist acquirement environments. The in force(p) of these systems to leverage capabilities of technology, empower learners to pursue unique goals and needs, and re-conceptualize teaching-learning practices has sparked both rabble-rousing ideas as well as heated debate. Yet, problems in launching designs within established theory and research be commonplace, as designers grapple with questions regarding epistemology, assumptions, and methods. Problems in implementation and practice are as well commonplace, as pragmatic constraints surface and conflicting value emerge. We advert three key issues that are likely to decree the constructivist learning environment landscape. Inertia and the Tyranny of Tradition: quondam(a) Dogs, overbold Tricks? Although as educators we espo using up support for constructivist approaches to teaching and learning, we come about to swan on familiar pedagogical approaches such(prenominal) as lectures, worksheets, and rote learning learning practices. At the moment, educators perceive such approaches as more than than matched with tralatitious expectations and methods of student discernment and break out back up by existing infrastructures. Stated differently, it is easier and more efficient to confirm current practices than to promulgate approaches for which significant shifts--epistemological, technological, and cultural--are required. (Swef, 2002) In truth, few designers drive acknowledged, much less success generousy negotiated, the hurdle race associated with transforming a extremely traditional community of educational practice.

Yet, as constructivist learning environments are repurposed to fit traditional classroom practices, inappropriate theoretical foundations, assumptions, or methods may result. Instructional methods or assessment practices are lots added to (or taken away from) original designs to wanton them more compatible with classroom pragmatics and constraints. In essence, constructivist pedagogy is use to attain traditional goals, and the environment becomes an instance of what Petraglia ( 1998) refers to as domesticated constructivism (cited in Karyn, 2003). For instance, a teacher may intend to use a constructivist environment within a climatology... If you want to fuck off a full essay, order it on our website: BestEssayCheap.com

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