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Essay / Research Paper Abstract
A 10 page paper discussing constructivism as it applies to the concept of whole literacy teaching. The practice of using writing to enhance reading ability and contribute to overall literacy is an old one, but it is being used in new combinations in today's search for the most effective means of teaching our children. Not only are there more pressing reasons for ownership of literacy today than at any time in the past, there also are more socioeconomic pressures that effectively work against its realization. Educators continually search for that 'magic' combination that will pull it all together. Bibliography lists 12 sources.
Page Count:
10 pages (~225 words per page)
File: D0_Writinge.rtf
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Unformatted sample text from the term paper:
is an old one, but it is being used in new combinations in todays search for the most effective means of teaching our children. Not only are there more
pressing reasons for ownership of literacy today than at any time in the past, there also are more socioeconomic pressures that effectively work against its realization. Educators continually search
for that "magic" combination that will pull it all together. The Constructivist View The concepts of constructivism have received increasing attention over
the past few years, but there is often a wide gap between discussion of the concepts and implementation in the classroom. "At the conceptual level, constructivists debate such questions
as, What is knowledge? What is teaching? What is learning? And is objectivity possible?" (Airasian and Walsh, 1997; p. 444). As a
concept, constructivism is an epistemological model of what learning might be and is a method of describing some of the origins of true learning, but researchers and educators have not
yet been able to make the transition between philosophical thought and practical application. For the most part, application has been limited to a variety of catch phrases such as
"Students construct their own knowledge or the slightly narrower Students construct their own knowledge based on their existing schemata and beliefs" (Airasian and Walsh, 1997; p. 444). The obvious
shortcomings of such catch phrases taken to their extremes include debate over whether it is proper to require students to learn anything at all regarding pre-existing knowledge. If the
answer is yes, then students are not in reality constructing their own knowledge; but if the answer is no, then the accumulated knowledge of the ages is little more than
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