Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university

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• 作者：Tynj&auml ; l&auml ; P&auml ; ivi
• 关键词：Constructivism ; Higher education ; Expertise ; Active learning ; Writing assignments ; Writing across the curriculum ; Conceptual change
• 刊名：International Journal of Educational Research
• 出版年：1999
• 出版时间：January 1, 1999
• 年：1999
• 卷：31
• 期：5
• 页码：357-442
• 全文大小：576 K

文摘

This research monograph examines the potential of constructivist learning environments for developing prerequisites of expert knowledge during university studies. Drawing on recent theories of the development of expert knowledge and on the constructivist view of learning, an experiment was conducted in an educational psychology course. The primary purpose of the study was to compare the learning outcomes of students who studied the course material in a constructivist learning environment with those of students who learned it under traditional teaching and studying conditions. Students in the constructivist learning environment acquired more diversified knowledge. In addition, a theory will be presented about what actually changes when conceptual change occurs.