A summary of some good research, framed -- inaccurately and unfairly, I believe -- as running counter to progressive/constructivist methods of teaching and learning. For one thing, the article fails to consider that a child "knowing" something that someone has told them does not necessarily mean that the child understands it or can apply it to new situations.
For another, the type of learning-through-dialogue that the researcher here is promoting is a vital part of critical exploration and constructivist methods in general, even as the article presents it as a challenge to progressive educational approaches (characterized solely as "learning-by-doing"). I wonder what others on this list think of the article.
Well worth the read, in any case!
No comments:
Post a Comment