- Title
- Backward mapping and the big idea: employing social constructionist theory in curriculum planning
- Creator
- Loughland, Anthony; Parkes, Robert John
- 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
- Publisher
- Australian Teacher Education Association (ATEA)
- Resource Type
- conference paper
- Date
- 2004
- 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.
- Subject
- educational discourse; constructionist learning theory; social constructionism; curriculum development
- Identifier
- uon:5873
- Identifier
- http://hdl.handle.net/1959.13/44750
- Identifier
- ISBN:097523241X
- Language
- eng
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