What we learned about instructional design from pedagogical critics to constructivism
Abstract
Recent researches in the fields of education, of cognitive science, and of philosophy stress a reexamination of the complexity of the learning process that occurs in the school and of the teaching methods intended to support it. In order to take into account such contributions we suggest a less dogmatic and more pluralistic approach to teaching design. In this way we can respond more flexibly to the student characteristics and to the nature of the pedagogical content; and that in the frame of the more recent findings of the cognitive constructionism.
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Published
2015-01-02
How to Cite
Pellerey, M. (2015). What we learned about instructional design from pedagogical critics to constructivism. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (13), 259–272. Retrieved from https://ojs.pensamultimedia.it/index.php/sird/article/view/1107
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Studies
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