The Constructivist Approach to Teaching / Glasersfeld, Ernst von

In: P. Steffe and J. Gale Eds. Constructivism in Education. - s. 3-15. - 1995

The development of a constructivist theory of knowing has been the focus of my interest for several decades. It was a philosophical interest that arose originally out of work concerning first the structure and semantics of several languages and later cognitive psychology. Therefore, the title of this chapter may need an explanation. Rosalind Driver, Reinders Duit, Heinrich Bauersfeld, and Paul Cobb can speak about teaching from their own immediate experiences, whereas I have never taught any of the subjects in which readers are experts. When I focus on the theory of constructivism, one may wonder why a proponent of such a peculiar theory of knowing should have anything to say about education in mathematics or science. It is a question I have often asked myself. If all goes well, some justification will be seen at the end of my essay.

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