Psychology for the classroom: constructivism and social learning


Pritchard, Alan and Woollard, John (2010) Psychology for the classroom: constructivism and social learning, Oxford, UK, Routledge/David Fulton Education, 112pp. (Psychology for the Classroom).

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Description/Abstract

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 for provide effective teaching and learning within a constructivist framework

Item Type: Book
ISBNs: 9780415494809 (paperback)
9780415494793 (hardback)
Related URLs:
Keywords: psychology, learning theory, classroom, social constructivism, pedagogy, research
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB1501 Primary Education
B Philosophy. Psychology. Religion > BF Psychology
Divisions: University Structure - Pre August 2011 > School of Education > Social Justice and Inclusive Education
ePrint ID: 69354
Date Deposited: 04 Nov 2009
Last Modified: 27 Mar 2014 18:49
Publisher: Routledge/David Fulton Education
URI: http://eprints.soton.ac.uk/id/eprint/69354

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