Psychology for the Classroom: Constructivism and Social Learning

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology
Cover of the book Psychology for the Classroom: Constructivism and Social Learning by Alan Pritchard, John Woollard, Taylor and Francis
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Author: Alan Pritchard, John Woollard ISBN: 9781136995712
Publisher: Taylor and Francis Publication: May 13, 2013
Imprint: Routledge Language: English
Author: Alan Pritchard, John Woollard
ISBN: 9781136995712
Publisher: Taylor and Francis
Publication: May 13, 2013
Imprint: Routledge
Language: English

Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and strategies, including the use of e-learning and multimedia. Throughout the book theory is linked with its practical implications for everyday teaching and learning and chapters incorporate:

  • the history of constructivist and social learning theory and key thinkers
  • pedagogical implications
  • practical strategies for the classroom
  • constructivist theory and e-learning.

Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking to provide effective teaching and learning within a constructivist framework.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and strategies, including the use of e-learning and multimedia. Throughout the book theory is linked with its practical implications for everyday teaching and learning and chapters incorporate:

Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking to provide effective teaching and learning within a constructivist framework.

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