Diana L. Moss, Claudia Bertolone-Smith, Steven Boyce, Beth L. MacDonald, Jeffrey A. Grabhorn, C. Roman
{"title":"在线STEM教育中组织与实施学生学习的客观主义与建构主义之张力","authors":"Diana L. Moss, Claudia Bertolone-Smith, Steven Boyce, Beth L. MacDonald, Jeffrey A. Grabhorn, C. Roman","doi":"10.1080/00131725.2022.2149913","DOIUrl":null,"url":null,"abstract":"Abstract Tensions between constructivist learning theories and objectivist learning theories in online courses implicate a need for a theoretical balance. This article describes organizing and enacting tasks that elicit constructivist learning of mathematics in an online mathematics teacher education course. The results focus on a conceptual framework that was developed to explicate this balance and show how the learning goal, evidence of student learning, and the teaching that occurs are built on the teaching philosophy tenet.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Tension between Objectivism and Constructivism in Organizing and Enacting Student Learning in Online STEM Education\",\"authors\":\"Diana L. Moss, Claudia Bertolone-Smith, Steven Boyce, Beth L. MacDonald, Jeffrey A. Grabhorn, C. Roman\",\"doi\":\"10.1080/00131725.2022.2149913\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Tensions between constructivist learning theories and objectivist learning theories in online courses implicate a need for a theoretical balance. This article describes organizing and enacting tasks that elicit constructivist learning of mathematics in an online mathematics teacher education course. The results focus on a conceptual framework that was developed to explicate this balance and show how the learning goal, evidence of student learning, and the teaching that occurs are built on the teaching philosophy tenet.\",\"PeriodicalId\":46482,\"journal\":{\"name\":\"EDUCATIONAL FORUM\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2022-12-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EDUCATIONAL FORUM\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00131725.2022.2149913\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL FORUM","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00131725.2022.2149913","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Tension between Objectivism and Constructivism in Organizing and Enacting Student Learning in Online STEM Education
Abstract Tensions between constructivist learning theories and objectivist learning theories in online courses implicate a need for a theoretical balance. This article describes organizing and enacting tasks that elicit constructivist learning of mathematics in an online mathematics teacher education course. The results focus on a conceptual framework that was developed to explicate this balance and show how the learning goal, evidence of student learning, and the teaching that occurs are built on the teaching philosophy tenet.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
