Publication 3732

Fox R. (2001) Constructivism examined. Oxford Review of Education 27(1): 23–35. Fulltext at http://cepa.info/3732
In this paper I examine constructivism as a view of learning which has come to dominate educational debates about learning in the field of teacher education. The major claims of a variety of constructivist theories are considered and found to be largely wanting, in that they either differ little from common sense empiricist views, or else provide misleading and incomplete views of human learning, with consequently misleading implications for teaching in classrooms.

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