Journal article
Knowledge Construction in the Learner-Centered Classroom
Journal of educational psychology, Vol.95(2), pp.426-442
06/01/2003
DOI: 10.1037/0022-0663.95.2.426
Abstract
In this study, the author describes the nature and occurrence of knowledge-construction links (KCLs) in 3 6th-grade classrooms that varied in degree of learner centeredness. KCLs are operationalized as prior learning that students bring to their current classroom experiences and include school and nonschool experiences. They are hypothesized to facilitate a knowledge-construction process that values prior learning. In the more learner-centered classroom, KCLs occurred in conjunction with open and divergent dialogue, positive reactions to students' use of prior learning, and opportunities within the classroom that allowed students to gain new experiences on which they could draw in further knowledge-construction efforts. In contrast, KCLs were ignored or viewed as inappropriate in the least learner-centered classroom, dialogue about content was convergent, and performance goals were the norm.
Details
- Title: Subtitle
- Knowledge Construction in the Learner-Centered Classroom
- Creators
- Kathy L Schuh - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of educational psychology, Vol.95(2), pp.426-442
- Publisher
- American Psychological Association
- DOI
- 10.1037/0022-0663.95.2.426
- ISSN
- 0022-0663
- eISSN
- 1939-2176
- Language
- English
- Date published
- 06/01/2003
- Academic Unit
- International Programs; Psychological and Quantitative Foundations
- Record Identifier
- 9984371116702771
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