Barriers of the Practical Application of Constructivism Theory in the Classroom: A Case Study on Teacher’s Perspective
Abstract
At present, a signifi cant restriction in education in that educators or lecturers cannot transmit knowledge to students with simple ways but the learners need to become more active and construct knowledge in their own minds. This purposes of this case study are to investigate the teachers’ perspective on the barriers of practical application of constructivist theory in the classroom.
Keywords
Student centered; ICT; Constructivism
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[1] Bereiter, C. (1994). Constructivism, socioculturalism, and Popper’s World 3.Educational Researcher, 23 (7), 21-23.
[2] Baştürk, S ( 2016 ). Primary Pre-service Teachers’ Perspectives on Constructivism and its Implementation in the Schools. Universal Journal of Educational Research 4(4): 904-912.
[3] George W. Gagnon, Jr., & Michelle Collay. (2001). Constructivist Learning Design. Retrieved from http://www.prainbow.com/cld/cldp.html
DOI: http://dx.doi.org/10.18686/ahe.v7i15.8774
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