Original scientific paper
https://doi.org/10.32728/mo.06.3.2011.02
DIDACTIC LIMITATIONS OF CONSTRUCTIVISTIC LEARNING MODEL IN TEACHING
Grozdanka Gojkov
orcid.org/0000-0003-0500-4556
; Preschool Teacher Training College “Mihailo Palov” Vrsac; Teacher Training Faculty, Belgrade, Teaching Department, Vrsac (Serbia)
Abstract
At the outset the paper outlines the dominant meta-theoretical tendencies in didactics, in order to shape their frames along with contemporary didactic trends based on them. The attention will then be paid to constructivistic perspective, as well as epistemological theory which are in the grounds of learning in teaching, i.e. self-organized and biographically determined process of knowledge construction. Efforts will also be made at considering didactic consequences of constructivistic perspective, i.e. the didactics of enabling. Special accent will be put on the reaches and limitations of constructivism, according to the argumentation based on the findings of explorative empirical researches.
Keywords
enabling didactics; limitations of constructivistic learning model in teaching
Hrčak ID:
71606
URI
Publication date:
5.9.2011.
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