Constructivism and Powerful Learning Environments: Create Your Own!
Ashton-Hay, Sally (2006) Constructivism and Powerful Learning Environments: Create Your Own! In 9th International English Language Teaching Convention "The Fusion of Theory and Practice", May 3-5, 2006, Middle Eastern Technical University - Ankara, Turkey. (Unpublished)
Recent educational reforms have been gaining increasing attention across Europe, particularly for the creation of powerful learning environments (Buchberger, 2001; Gerjets & Hesse, 2005; Lesgold, 2004; Palincsar & Herrenkohl, 2002; Van Petegem, De Loght, & Shortridge, 2003) based on constructivist educational theory. Most of these innovations are responses to raising educational standards and creating more engaged, active learners. Powerful learning environments aim to improve the quality of learning experiences by creating more active, student-centered classrooms in schools and universities, particularly through the use of technology. The notion of 'powerful' is emphasized in contrast to 'weak' learning environments where students are mainly required to digest or memorize facts. This constitutes contrasting views of education depending on whether students are required to respond, engage and participate in their learning experiences or remain passive and inactive as in more traditional behaviorist learning situations. Such contrasting views of education are one of the reasons for the increased interest in what powerful learning environments have to offer and what they mean in terms of educational reform.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||English language teaching (ELT), English as a Foreign Language (EFL), English as a Second Language (ESL), Active learning, Constructivism, Powerful learning environments, social collaborative education, educational reform|
|Divisions:||Current > Schools > School of Cultural & Professional Learning|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2006 Sally Ashton-Hay|
|Deposited On:||02 Feb 2009 12:43|
|Last Modified:||25 Mar 2013 18:18|
Repository Staff Only: item control page