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Reconstructing Undergraduate Education

Robert B. Innes
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classroom discourse analysis
Classroom Social Practices
cognitive
Cognitive Structures
constructivist pedagogy
constructivist teaching model development
Consultation Firms
contexts
deep
Deep Principles
Dewey's Philosophy
Dewey’s Philosophy
Disciplinary Discourse
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Expectation Failures
Fostering Knowledge
Group 2Evaluators
higher education reform
instructional design strategies
Intermental Development Zone
Internal Cognitive Structures
Knowledge Acquisition
learning
learning theory application
Local Line Leaders
Loosely Coupled Systems
Michigan State University
organizations
Organized Anarchy
principles
Professor's Role
Professor’s Role
Schank's Model
Schank’s Model
science
Situated Cognitive Theories
sociocultural learning
structures
Undergraduate Education
understanding
Understanding Organizations
Unstructured Problem Situation
Von Glasersfeld

Product details

  • ISBN 9781138866836
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 21 Jan 2019
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice.

In this volume, Innes summarizes the sources he found most useful in developing his own set of teaching principles and course development process, and makes an argument for a particular perspective on learning--transactional constructivism--which is consistent with the philosophy of John Dewey and supported by current theory and research in learning science. Transactional constructivism, a combined approach, builds on the strengths of two competing views: psychological constructivism and the sociocultural perspective.

Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses:
*overviews the philosophical and theoretical underpinnings of the teaching model that is the focus of the volume;
*presents a summary of Dewey's educational philosophy and connects his work to current theory and research in learning science;
*examines psychological constructivism, one of the basic positions within the range of learning theories that takes a constructivist perspective;
*offers a case study example of a course designed and taught from this perspective;
*reviews the sociocultural and the transactional constructivist perspectives;
*explores the quality of dialogue and disciplinary discourse in the classroom--an issue that is critical to the success of models derived from a transactional constructivist perspective on learning; and
*explores broader issues related to reform in higher education.

This volume is a vital resource for all professionals involved in undergraduate education.

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