Slowing the pendulum: Should we preserve some aspects of instructivism?

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Bain, J.D. (2003). Slowing the pendulum: Should we preserve some aspects of instructivism?. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1382-1388). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11129.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
2003
ISBN 1-880094-48-7
  David Lassner & Carmel McNaught
AACE

More Information on EDMEDIA
Table of Contents

Author

John D Bain, Griffith University, Australia

Abstract

As the pendulum swings from instructivist to constructivist implementations of educational technology, we may be at risk of losing sight of some important lessons from classical educational practice. In this paper I will use a project of my own—based upon a constructivist-inspired statistics application—to raise questions about current theorising. In so doing I will refer to literature concerned with situated learning and authentic tasks (e.g., Herrington, Oliver, Herrington & Sparrow, 2000), with the development of understanding (e.g., Perkins, 1998), and with cognitive approaches to learning (e.g., Anderson, Reder & Simon, 1997). My aim is to seek further complementarities between the situated and cognitive approaches (Anderson, Greeno, Reder & Simon, 2000), including whether complex understandings should be decomposed and practised separately, and whether there is sufficient practising of understanding during typical authentic learning tasks.

Keywords

• Cognition
• Educational Technology

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