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

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Diana L. Moss, Claudia Bertolone-Smith, Steven Boyce, Beth L. MacDonald, Jeffrey A. Grabhorn, C. Roman
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引用次数: 0

摘要

网络课程中建构主义学习理论与客观主义学习理论之间的矛盾意味着需要一种理论平衡。本文描述了在线数学教师教育课程中引出建构主义数学学习的组织和实施任务。研究结果集中在一个概念框架上,该框架旨在解释这种平衡,并展示学习目标、学生学习的证据和发生的教学是如何建立在教学哲学原则之上的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
EDUCATIONAL FORUM
EDUCATIONAL FORUM EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
7.70%
发文量
29
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