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Paradigm shift in didactics: instruction vs. construction

By Alexander Gollner

Paradigm shift in didactics: instruction vs. construction

By Alexander Gollner

0 - Default Title
Description
In the search for the right method, there is often a strong polarisation between instruction-oriented and constructivist teaching. In directive teaching, in the sense of guiding, presenting and explaining, learners are assigned a passive role. Learning is predominantly a receptive process. As the antithesis of instruction-oriented teaching methods, constructivist learning theory has become fashionable. Self-organised learning not only leads to learners taking on an active role, but also promotes the development of interdisciplinary skills. However, a simplified either/or attitude is counterproductive. Instruction and construction are not mutually exclusive. Instead, a creative combination of both learning theories is desirable. This work elaborates on what instruction-oriented and moderate constructivist teaching should look like. In the empirical part, the learning success and sustainability of both teaching-learning concepts were examined and compared in order to draw conclusions about the choice of method.
Product details
Binding:
Paperback
Number of Pages:
92
Release Date:
2025-12-22
Publication Date:
2025-12-22
Publisher:
Our Knowledge Publishing
Languages:
Original: English
ISBN10:
6209426816
ISBN13:
9786209426810
Weight:
155 g
Height:
150 cm
Width:
220 cm
Thickness:
6 cm
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