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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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2. Coming to a Critical Constructivism: Roots and Branches

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CHAPTER TWO

Coming to a Critical Constructivism

Roots and Branches

Greg S. Goodman



How do children learn? How can my teaching positively affect the future lives of these young people? What can I do in my classroom to make a contribution to our environmental quality? What are the components of the democratic classroom? As you consider becoming a teacher, you may have already asked yourself some of these questions. If you have, you are not alone. Most pre-service teachers are filled with questions as they consider their future in education.

One of the most important questions to ask concerns the style of teaching you will adopt: what type of pedagogy should I practice? Pedagogy, the philosophic and theoretical foundation for teaching, has been one of the fundamental foci of teachers since Socrates, the ancient Greek philosopher, first questioned Meno about how we obtain knowledge (Sesonske & Fleming, 1965). During the past fifty years, educators have been presented with a wide array of pedagogical possibilities: objectivism, behaviorism, social learning theory, cognitive learning theory, constructivism, and critical constructivism. Today, the pedagogical positions or perspectives recommended by postmodern learning theorists reflect the growth of educators’ knowledge of what makes for both better teaching and improvements in student outcomes or learning. The continuing conversation on teaching and learning is supported by thousands of volumes of scientific research (Wheldall, 2006). As you begin your career in education, you will be...

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