Foreword, Robert J. Sternberg
Preface
Part I. Introduction
Chapter 1. The Success or Failure of Constructivist Instruction: An Introduction
Sigmund Tobias and Timothy M. Duffy
Part II. The Evidence for Constructivism
Chapter 2. Reconciling a Human Cognitive Architecture
David Jonassen
Chapter 3. Constructivism in an Age of Non-Constructivist Assessments
Daniel L. Schwartz, Robb Lindgren, and Sarah Lewis
Chapter 4. Taking Guided Learning Theory to School: Reconciling the Cognitive, Motivational, and Social Contexts of Instruction
Phillip Herman and Louis M. Gomez
Chapter 5. Beyond More Versus Less: A Reframing of the Debate on Instructional Guidance
Alyssa Friend Wise and Kevin O’Neill
Chapter 6. Constructivism: When It's the Wrong Idea and When It's the Only Idea
Rand J. Spiro and Michael DeSchryver
Part III. Challenges to the Constructivist View
Chapter 7. What Human Cognitive Architecture Tells Us About Constructivism
John Sweller
Chapter 8. Epistemology or Pedagogy, That Is the Question
Paul A. Kirschner
Chapter 9. How Much and What Type of Guidance is Optimal for Learning?
Richard E. Clark
Chapter 10. Constructivism as a Theory of Learning Versus Constructivism as a Prescription for Instruction.
Richard E. Mayer
Chapter 11. The Empirical Support for Direct Instruction
Barak Rosenshine
Part IV. An Examination of Specific Learning and Motivational Issues
Chapter 12. Learning and Constructivism
Walter Kintsch
Chapter 13. From Behaviorism to Constructivism: A Philosophical Journey from Drill and Practice to Situated Learning
J. D. Fletcher
Chapter 14. What’s Worth Knowing about Mathematics?
Melissa Sommerfeld Gresalfi and Frank Lester
Chapter 15. "To every thing there is a season, and a time to every purpose under the heavens" What about Direct Instruction?
David Klahr
Chapter 16. Beyond the Fringe: Building and Evaluating Scientific Knowledge Systems
Richard A. Duschl and Ravit Golan Duncan
Part V. Summing Up
Chapter 17. An Eclectic Appraisal of the Success or Failure of Constructivist Instruction
Sigmund Tobias
Chapter 18. Building Lines of Communication and a Research Agenda
Thomas M. Duffy
Sigmund Tobias is Distinguished Research Scientist at the Institute for Urban and Minority Education and Visiting Professor of Cognitive Studies in Education at Teachers College, Columbia University. His scholarly credentials include a long list authored, co-authored, and edited scholarly publications; grants; awards; invited addresses, and conference presentations. In addition, he is one of five former refugees who participated in the documentary film, Shanghai Ghetto, describing how a group of European Jews found safety from the Holocaust in Shanghai, China, during the Second World War, and which which won an Audience Choice Award at the Santa Barbara Film Festival. Tobias returned to Shanghai as a Visiting Professor at the Shanghai Institute of Education, where he began a memoir describing the life of his family in the refugee community in Shanghai. The book was subsequently published as Strange Haven: A Jewish Childhood in Wartime Shanghai. Thomas M. Duffy is the Barbara Jacobs Chair of Education and Technology at Indiana University and the founding director of the Center for Research on Learning and Technology. He is a professor in instructional systems technology and the cognitive science program. His academic career has been dedicated to exploring the design and use of information in education and the workplace. Professor Duffy has written or edited several books and is the author of over 100 papers on learning, performance, and technology. He and his colleagues have also developed the Ready Program (adult literacy instruction), Strategic Teaching Frameworks (multimedia, teacher professional development), and ACT, an asynchronous collaboration tool for small group problem solving.
"I highly recommend this book to everyone in the field of educational technology, regardless of their "bent" for or against constructivist learning environments."--Educational Technology
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