Volume 10 · Number 3 · Pages 299–301
Embedding Inquiry and Workplace in a Constructionist Approach to Mathematics and Science Teachers’ Education

Giorgos Psycharis

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Abstract

Open peer commentary on the article “Beyond Technocentrism: Supporting Constructionism in the Classroom” by Karen Brennan. Upshot: Brennan describes ways by which teachers can be supported to bypass a technocentric view of learning with technology in the classroom, from a constructionist perspective. She reports on the development of a corresponding model of professional development (PD) by describing the elements of the model and its design principles as well as the tensions that arose while trying to support teachers’ explorations and experiences in the classroom. Questions arise about the potential of the model to be exploited to address issues underlying teachers’ professional development in different contexts.

Citation

Psycharis G. (2015) Embedding inquiry and workplace in a constructionist approach to mathematics and science teachers’ education. Constructivist Foundations 10(3): 299–301. http://constructivist.info/10/3/299

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