How the Environment Plays a Role in Learning?

IntroductionDuring the 1990s, considerable interest has been generated in the design of constructivist acquirement environments. The take prisoner 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 inflammatory ideas as well as heated debate. Yet, problems in ass 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 set emerge. We advert three key issues that are likely to dwarf the constructivist learning environment landscape. Inertia and the Tyranny of Tradition: elderly Dogs, overbold Tricks? Although as educators we espo economic consumption support for constructivist approaches to teaching and learning, we glide by to swan on familiar p edagogical approaches such(prenominal) as lectures, worksheets, and rote learning learning practices. At the moment, educators perceive such approaches as to a greater extent than matched with tralatitious expectations and methods of student mind and give away 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 overleap associated with transforming a extremely traditional community of educational practice.

Yet, as constructivist learning environments are repurposed to fit traditional classroom practices, incongruous theoretical foundations, assumptions, or methods may result. Instructional methods or assessment practices are lots added to (or taken away from) original designs to confound 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 domestic constructivism (cited in Karyn, 2003). For instance, a teacher may intend to use a constructivist environment within a climatology... If you want to tug a full essay, order it on our website: OrderCustomPaper.com

If you want to get a full essay, visit our page: write my paper