Constructivisme is een slechte didactische raadgever
Geen medewerker of student van een hoger-onderwijsinstelling? Klik hier om een zakelijk abonnement op maat af te sluiten.
Literatuurverwijzingen
Remembering: An experimental and social study.
Bartlett, F.C. (1932). Cambridge (VK): Cambridge University Press.
Follow-up of Follow Through: the later effects of the direct instruction model on children in fifth and sixth grades.
Becker, W.C. & Gersten, R. (2001). Journal of Direct Instruction, Winter, 57-71.
Theory into practice: How do we link?
Bednar, A.K., Cunningham, D., Duffy, T.M. & Perry, J.D. (1991) In G.J. Anglin (red.), Instructional technology: Past, present, and future. Englewood: Libraries Unlimited
Categorization and representation of physics problems by experts and novices.
Chi, M.T.H., Feltovich, P.J. & Glaser, R. (1979) Cognitive Science 5, 121-152.
A review of Piagetian studies relevant to science instruction at the secondary and college level.
Chiapetta, E.L. (1976). Science Education, 60, 253-261.
Making kids cleverer. A manifesto for closing the advantage gap.
Didau, D. (2019). Wales: Crown House Publishing Limited.
Parlementair onderzoek onderwijsvernieuwingen.
Dijsselbloem, J. (2008). ’s-Gravenhage: Sdu.
Strengthening the student toolbox: Study strategies to boost Learning.
Dunlosky, J. (2013). American Educator, 37(3), 12-21.
The influence of experience and deliberate practice on the development of superior expert performance.
Ericsson, K.A. (2006). In Ericsson, K.A., Charness, N., Feltovich, P.J. & Hoffman, R.R. (red.), The Cambridge handbook of expertise and expert performance, 38, 685-705.
Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.
Ertmer, P.A. & Newby, T.J. (2013). Performance improvement quarterly, 26, 43-71.
A handbook for teaching and learning in higher education.
Fry, H., Ketteridge, S. & Marshall, S. (2009). New York: Routledge.
De school op de schop. Het nieuwe leren.
Gerrits, J. (2004). ’s-Hertogenbosch: KPC Groep. (link)
Het denken van den schaker.
Groot, A.D. de (1946). Den Haag: Noord Holland. (link)
The nature of culture: an eight-grade model for the evolution and expansion of cultural capacities in hominins and other animals.
Haidle, M.N., Bolus, M., Collard, M., Conard, N.J., Garofoli, D., Lombard, M.. & Whiten, A. (2015). Journal of Anthropological Sciences, 93, 43-70.
Educational implications of expertise reversal effect in learning and performance of complex cognitive and sensorimotor skills.
Kalyuga, S., Rikers, R. & Paas, F. (2012). Educational Psychology Review, 23, 313-337. (link)
Epistemology, practical work and academic skills in science education.
Kirschner, P.A. (1992). Science and Education, 1, 273-299. (link)
The inevitable duality of education: Cooperative higher education.
Kirschner, P.A. (2000). Inaugurele Rede, Universiteit Maastricht.
Epistemology or pedagogy, that is the question
Kirschner, P.A. (2009). In Tobias, S. & Duffy, T.M. Constructivist instruction: Success or failure? 144-157. New York: Routledge.
Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.
Kirschner, P.A., Sweller, J. & Clark, R.E. (2006). Educational Psychologist, 41, 75-86.
The equivalence of learning paths in early science instruction. Effects of direct instruction and discovery learning.
Klahr, D. & Nigam, M. (2004). Psychological Science, 15, 661-667.
Talenten transformeren. Over het nieuwe leren en leerarrangementen.
Kok, J.J.M. (2003). https://onderwijsdatabank.s3.amazonaws.com/downloads/talententransformeren.pdf
Constructivism in science education.
Matthews, M.R. (1998). Dordrecht: Springer.
PISA 2015 Results (Volume I-II): Excellence and Equity in Education.
OESO (2016). Parijs: OECD Publishing. https://doi.org/10.1787/9789264266490-en
Intellectual evolution from adolescence to adulthood.
Piaget, J. (1972). Human Development, 15, 1-12.
PABO’s varen blind op constructivisme.
Ploeg, P. van der (2005). Human Development, 15, 1-12.
Principles of Instruction: Research-Based Strategies That All Teachers Should Know.
Rosenshine, B. (2012). American educator, 36(1), 12-20.
Scholen om van te leren.
Schouwenburg, F. (2015). Zoetermeer: Kennisnet. https://www.kennisnet.nl/artikel/scholen-om-van-te-leren
Epistemology.
Steup, M. (2005).
In E. N. Zalta (red.), The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/win2018/entries/epistemology
The effectiveness of direct instruction curricula: A meta-analysis of a half century of research.
Stockard, J., Wood, T.W., Coughlin, C. & Khoury, C.R. (2018). Review of Educational Research, 88, 479-507.
Cognitive load theory: Without an understanding of human cognitive architecture, instruction is blind.
Sweller, J. (2017). Presentation at ACE Conference / researchED, Melbourne, Australia. Video available at https://www.youtube.com/watch?v=gOLPfi9Ls-w
Natural information processing systems.
Sweller, J. & Sweller, S.(2006). Evolutionary Psychology, 4, 434-458. http://dx.doi.org/10.1177/147470490600400135
Domain-specific knowledge and why teaching generic skills does not work.
Tricot, A. & Sweller, J. (2014). Educational Psychology Review, 26, 265-283.
An introduction to radical constructivism.
Von Glasersfeld, E. (1984). In P. Watzlawick (Ed.), The invented reality (17-40). New York: Norton.
Understanding how we learn: A visual guide.
Weinstein, Y., Sumeracki, M. & Caviglioli, O. (2018). New York: Routledge.
Kennistheorie
Wikipedia (2019). https://nl.wikipedia.org/wiki/Kennistheorie.
Ask the cognitive scientist. Inflexible knowledge: The first step to expertise.
Willingham, D.T. (2002). American Educator, 26(4), 31-33.
Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom.
Willingham, D.T. (2009). New York: John Wiley & Sons.
