Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/44750

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Title
Backward mapping and the big idea: employing social constructionist theory in curriculum planning
Author/Creator
Loughland, Anthony;  Parkes, Robert John
Description
Omnipresent in educational discourse, constructivist learning theory is often misrepresented in the literature as a theory of instruction. Appearing as social or personal constructivism or a hybrid, underpinning it is a belief that learning manifests as the reorganisation of cognitive schemata. In recent years, there have been moves to rethink constructivist theory from a critical, realist-materialist perspective. The result has been the emergence of social constructionism. In this paper we argue that social constructionist theory is more useful as a theory to guide curriculum development. We cite evidence of our work with pre-service and practising teachers to support this argument.
Relation
32nd Australian Teacher Education National Conference. Making Spaces: Regenerating the Profession: Proceedings of the 2004 Australian Teacher Education Association National Conference (Bathurst, N.S.W. 7-10 July, 2004) p. 407-414
Relation
http://www.atea.edu.au
Date
2004
Publisher
Australian Teacher Education Association (ATEA)
Keyword(s)
educational discourse;  constructionist learning theory;  social constructionism;  curriculum development
Resource Type
conference paper
Identifier
http://hdl.handle.net/1959.13/44750
Identifier
ISBN:097523241X
Language
eng
Reviewed
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"Backward mapping and the big idea: employing social constructionist theory in curriculum planning"
 
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