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Preliminary communication

THE COMPARISON BETWEEN THE BEHAVIOURAL AND CONSTRUCTIVIST LEARNING AND TEACHING

Majda Pšunder ; Faculty of Education, University of Maribor, Maribor, Slovenia
Branka Ribič Hederih ; Faculty of Education, University of Maribor, Maribor, Slovenia

Fulltext: english, pdf (262 KB) pages 34-38 downloads: 20.397* cite
APA 6th Edition
Pšunder, M. & Ribič Hederih, B. (2010). THE COMPARISON BETWEEN THE BEHAVIOURAL AND CONSTRUCTIVIST LEARNING AND TEACHING. Informatologia, 43 (1), 34-38. Retrieved from https://hrcak.srce.hr/53040
MLA 8th Edition
Pšunder, Majda and Branka Ribič Hederih. "THE COMPARISON BETWEEN THE BEHAVIOURAL AND CONSTRUCTIVIST LEARNING AND TEACHING." Informatologia, vol. 43, no. 1, 2010, pp. 34-38. https://hrcak.srce.hr/53040. Accessed 23 Sep. 2021.
Chicago 17th Edition
Pšunder, Majda and Branka Ribič Hederih. "THE COMPARISON BETWEEN THE BEHAVIOURAL AND CONSTRUCTIVIST LEARNING AND TEACHING." Informatologia 43, no. 1 (2010): 34-38. https://hrcak.srce.hr/53040
Harvard
Pšunder, M., and Ribič Hederih, B. (2010). 'THE COMPARISON BETWEEN THE BEHAVIOURAL AND CONSTRUCTIVIST LEARNING AND TEACHING', Informatologia, 43(1), pp. 34-38. Available at: https://hrcak.srce.hr/53040 (Accessed 23 September 2021)
Vancouver
Pšunder M, Ribič Hederih B. THE COMPARISON BETWEEN THE BEHAVIOURAL AND CONSTRUCTIVIST LEARNING AND TEACHING. Informatologia [Internet]. 2010 [cited 2021 September 23];43(1):34-38. Available from: https://hrcak.srce.hr/53040
IEEE
M. Pšunder and B. Ribič Hederih, "THE COMPARISON BETWEEN THE BEHAVIOURAL AND CONSTRUCTIVIST LEARNING AND TEACHING", Informatologia, vol.43, no. 1, pp. 34-38, 2010. [Online]. Available: https://hrcak.srce.hr/53040. [Accessed: 23 September 2021]

Abstracts
The difference between the behaviouristic and constructivist approach to learning and teaching originates from different notions of knowledge. Currently in Slovenia the behaviouristic approach dominates as it is present in the whole educational system and teachers are more familiar with it. Those teachers who have different notions of knowledge are introducing a changed approach to learning and teaching that follows from the constructivist paradigm. Both are facing dilemmas that concern teachers in practice more than they do initiators of changes who do not work directly in practice. The consequences of the introduction of changes include different notions of evaluation, examination and assessment. From a didactic point of view the role of feedback changes as it is transferred from assessment to examination. From a student’s perspective, it is not the role of feedback that is essential but its meaning.

Keywords
learning and teaching; constructivism; behaviourism, feedback; dilemma

Hrčak ID: 53040

URI
https://hrcak.srce.hr/53040

[croatian]

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