Integrated, Constructivist Education: Challenge and Reality

Karen R. Harris, Patricia A. Alexander

Research output: Contribution to journalArticlepeer-review

45 Scopus citations

Abstract

Although the desire for an education that emphasizes depth of understanding and meaningful learning has a long and distinguished history, constructivist reforms have not led to a comprehensive and coherent reform of educational practice in our schools. In fact, two previous "great reforms" based on constructivist principles have failed during this century. In this special issue of Educational Psychology Review, authors focus on specific challenges faced in the current constructivist reform, including the need for viable intradisciplinary, interdisciplinary, and cross-disciplinary integration. Exemplars of the reality of progress made in integrated, constructivist approaches in the classroom follow. Diversity in our schools and classrooms and the challenge of high standards for all students contribute to the need for an integrated, constructivist approach that does not fail our students.

Original languageEnglish (US)
Pages (from-to)115-127
Number of pages13
JournalEducational Psychology Review
Volume10
Issue number2
DOIs
StatePublished - Jan 1 1998
Externally publishedYes

Keywords

  • Constructivism
  • Cross-disciplinary integration
  • Curriculum integration

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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