Knowledge construction in the learner-centered classroom

被引:30
作者
Schuh, KL [1 ]
机构
[1] Univ Iowa, Psychol & Quantitat Fdn, Iowa City, IA 52242 USA
关键词
D O I
10.1037/0022-0663.95.2.426
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
In this study, the author describes the nature and occurrence of knowledge-construction links (KCLs) in 3 6th-grade classrooms that varied in degree of learner centeredness. KCLs; are operationalized. as prior learning that students bring to their current classroom experiences; and include school and nonschool experiences. They are hypothesized to facilitate a knowledge-construction process that values prior learning. In the more learner-centered classroom, KCLs occurred in conjunction with open and divergent dialogue, positive reactions to students' use of prior learning, and opportunities within the classroom that allowed students to gain new experiences on which they could draw in further knowledge-construction efforts. In contrast, KCLs were ignored or viewed as inappropriate in the least learner-centered classroom, dialogue about content was convergent, and performance goals were the norm.
引用
收藏
页码:426 / 442
页数:17
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