Dialectical Constructivism: Reflections on Creating a Web‐mediated Enquiry‐based Learning Environment.
This paper illustrates and evaluates the evolution in teaching and learning of a module that prepares first year MA social work students to work with members of Britain's diverse communities. The development from a ‘traditional’ didactic to a constructivist approach based upon Moshman's theory of di...
| Publicado en: | Social Work Education Vol. 24; no. 4; pp. 375 - 391 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=17384975&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 17384975 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Jun2005 vid: 24 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 17384975 10.1080/02615470500096902 ppf: 375 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 187KB tig: atl: Dialectical Constructivism: Reflections on Creating a Web‐mediated Enquiry‐based Learning Environment. aug: au: Cooner, Tarsem Singh su: Computer assisted instruction Social services Learning Internet in education Constructivism (Philosophy) Reflection (Philosophy) sug: subj: Computer assisted instruction Social services Learning Other Individual and Family Services Internet in education Constructivism (Philosophy) Reflection (Philosophy) keyword: Blended Learning Constructivism Dialectical Constructivism Diversity Enquiry‐based Learning Enquiry‐based Learning Enquiry-based Learning Web‐mediated Dialogue Web‐mediated Dialogue Web-mediated Dialogue. WebCT Blended Learning Constructivism Dialectical Constructivism Diversity Enquiry‐based Learning Enquiry‐based Learning Enquiry-based Learning Web‐mediated Dialogue Web‐mediated Dialogue Web-mediated Dialogue. WebCT ab: This paper illustrates and evaluates the evolution in teaching and learning of a module that prepares first year MA social work students to work with members of Britain's diverse communities. The development from a ‘traditional’ didactic to a constructivist approach based upon Moshman's theory of dialectical constructivism is examined through the implementation of web-facilitated enquiry-based teaching practices. It is argued that to prepare students to work in situations of diversity, a ‘knowledge banking’ approach is inadequate. Instead, teaching and learning processes that encourage students to engage in critically reflective practices, allowing them to question existing knowledge, beliefs and feelings, will equip them with the problem-solving skills required to work in highly fluid situations. A detailed analysis of how web-based technologies, integrated into an enquiry-based teaching and learning approach, can develop these skills through knowledge construction is explored. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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