Review article
https://doi.org/10.31192/np.16.3.9
Constructivist didactics and neurodidactics in discourse of the reform pedagogy. Theoretical premises, dilemmas and comparison
Nevenka Maras
orcid.org/0000-0001-5057-7164
; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
Tomislav Topolovčan
orcid.org/0009-0005-8813-9465
; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
Milan Matijević
; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
Abstract
This work elaborates concepts of constructivism and neurodidactics and directions and movements of the reform pedagogy as defined, explained and brought into relations by critical comparative and historical analysis. Primarily, characteristics, definitions and the development of constructivism and neurodidactics have been explained. Special emphasis has been put on current neuroscientific understandings on methods and processes of learning and their implications in didactic theories and their manifestations in the organisation of learning and teaching. The analisys has shown that some of the ground characteristics of constructivism and neurodidactics are visible in learning strategies such as: inquiry-based learning, problem-based learning, collaborative learning, learning-by-doing, play-based learning and project-based learning. In other words, strategies involving student-centred teaching. Apart from these characteristics being common for both constructivism and neurodidactics, they are not entirely novelties that originated from these concepts alone. Further analysis showed that these didactic characteristics have been recognized, i.e. formed more than century ago in the directions and movements of the reform pedagogy. With respect, it is justifiable to conclude that the characteristics that have been deemed as constructivist teaching, are already present in the reform pedagogy. Likewise, it is reasonable to conclude that the neuroscientific research, besides offering new insights on learning processes, also confirm the didactic value of directions and movements of the reform pedagogy at the turn of the 20th century. Given the mutual compatibility of the concepts analysed in this work, further critical and arguments supported synergy is something to aspire to, with the intention of improvement and advancement of the organising of the learning, teaching and instruction processes.
Keywords
constructivism; didactics; educational neuroscience; reform pedagogy; teaching
Hrčak ID:
209170
URI
Publication date:
21.11.2018.
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