College Writing: Teacher's Book by Dorothy E. Zemach, Lisa A. Rumisek

By Dorothy E. Zemach, Lisa A. Rumisek

Collage Writing: Teacher's booklet

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Sample text

Whereas writing may be something we believe lends itself to authentic learning, one must acknowledge that elements of writing (again, such as knowledge of the alphabet) remain outside the realm of the authentic. In short, when we speak of authenticity in education, we are only speaking of the instruction carried on at a certain (usually advanced) level and we generally mean to exempt the learning of skills that appear to be mechanistic and context-independent in favor of those higher order skills that are usually plied in social contexts.

In Piaget, we see what some would call the origins of modern constructivism, though one can argue that constructivism's social cast is more clearly seen in the work of British experimental psychologists, such as Bartlett. The chapter summarizes the evolution of constructivism through the cognitive revolution of the 1950s and 1960s (and the dissatisfaction with the ascendant information-processing models of that era) to what, in hindsight, looks to be the fairly natural resurrection of Soviet sociohistoricism.

Early interest in how we learn is quickly taken up in Western Europe with the establishment of developmental psychology and its best known proponent, Jean Piaget. In Piaget, we see what some would call the origins of modern constructivism, though one can argue that constructivism's social cast is more clearly seen in the work of British experimental psychologists, such as Bartlett. The chapter summarizes the evolution of constructivism through the cognitive revolution of the 1950s and 1960s (and the dissatisfaction with the ascendant information-processing models of that era) to what, in hindsight, looks to be the fairly natural resurrection of Soviet sociohistoricism.

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