Literaturnachweis - Detailanzeige
| Autor/inn/en | Moss, Diana L.; Bertolone-Smith, Claudia M.; Boyce, Steven; MacDonald, Beth L.; Grabhorn, Jeffrey A.; Roman, Christopher |
|---|---|
| Titel | Tension between Objectivism and Constructivism in Organizing and Enacting Student Learning in Online STEM Education |
| Quelle | In: Educational Forum, 87 (2023) 2, S.81-97 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Boyce, Steven) ORCID (MacDonald, Beth L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1725 |
| DOI | 10.1080/00131725.2022.2149913 |
| Schlagwörter | STEM Education; Electronic Learning; Constructivism (Learning); Learning Theories; Mathematics Instruction; Online Courses; Teacher Education; Evidence; Educational Philosophy; Educational Practices |
| Abstract | Tensions between constructivist learning theories and objectivist learning theories in online courses implicate a need for a theoretical balance. This article describes organizing and enacting tasks that elicit constructivist learning of mathematics in an online mathematics teacher education course. The results focus on a conceptual framework that was developed to explicate this balance and show how the learning goal, evidence of student learning, and the teaching that occurs are built on the teaching philosophy tenet. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
