Constructivism : (Record no. 84300)
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000 -LEADER | |
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fixed length control field | nam a22 7a 4500 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
fixed length control field | 180619b xxu||||| |||| 00| 0 eng d |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
International Standard Book Number | 9788126920228 |
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
Classification number | 370.152 |
Cutter | Moh |
100 ## - MAIN ENTRY--PERSONAL NAME | |
Personal name | Mohapatra, J.K. |
245 ## - TITLE STATEMENT | |
Title | Constructivism : |
Remainder of title | The New paradigm from theory to practice |
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
Place of publication, distribution, etc | New Delhi |
Name of publisher, distributor, etc | Atlantic |
Date of publication, distribution, etc | 2015 |
300 ## - PHYSICAL DESCRIPTION | |
Number of Pages | viii, 495 Pages : |
Other physical details | hb |
Dimensions | 9x6 |
520 ## - Remark | |
Summary, etc | Constructivism is a theory of knowledge, based on observation and scientific study of how people learn. It states that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experiences, either changing what we believe, or discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. Because all learning is filtered through our pre-existing knowledge, constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than in attempting to receive knowledge passively. The book explains the need for constructivism and answers various questions regarding the justification of epistemological and logistic evolution of constructivism. It studies various pathways in constructivism and how they facilitate acquisition of knowledge in different domains. Conceptual changes in the basic process of constructivism, and concept map and constructivism, have been dealt with in exclusive chapters. A learner-centered input-output model and some important teaching models along with the respective frameworks thereof have been explained with examples. Various roles of a teacher—guide, facilitator, innovator, negotiator, catalyst, experimenter, and a researcher—have been explained. Paradigm shifts in learning processes, from behaviourism to cognitivism, and now to constructivism, have also been taken up. Constructivist thinking has been adopted in diverse fields like art, communication, ethnology, industrial management, law, and linguistics, among many others. This has led to the generation of a large amount of research-based data bringing a greater understanding of the attributes of learners, the process of learning, and the general problems associated with teaching-learning. These developments have also been explicated. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Constructivism |
942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
Item type | Book |
Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Permanent location | Current location | Shelving location | Date acquired | Full call number | Barcode | Date last seen | Date last borrowed | Koha item type |
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Book | HBCSE | HBCSE | Education | 2016-01-05 | 370.152/Moh | 22842 | 2022-06-15 | 2017-12-26 | Book |