Cognitive schema theory in the constructivist debate

Bibliographic Data

ID5843385
AuthorsSharon J Derry (corresponding author)
Year1996
Volume31
Issue3-4
Pages163-174
Publication date1996-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Psychologist (JOURNAL)
Journal identifiersISSN: 0046-1520 • E-ISSN: 1532-6985
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/00461520.1996.9653264
OpenAlexW2011542904
LanguageEN
Citations received26
References cited12

Cognitive constructivism is not a unique theoretical framework, pedagogical approach, or epistemology, but a general, metaphorical assumption about the nature of cognition that virtually all cognitive educational researchers accept. Despite this unifying assumption, there are many different cognitive constructivist research programs and theories within the community at large. This article contrasts cognitive constructivism with several other forms of constructivism in the educational research community. It then attempts to represent the range of theoretical approaches within cognitive constructivism, pointing to examples and potential educational applications of cognitive constructivist ideas. Cognitive schema theory receives special attention as an important theoretical perspective that has been relatively neglected in recent theoretical discussions. It is believed to have significant potential for building conceptual bridges between information processing and radical constructivist viewpoints

Constructivism (international relations · Constructivist teaching methods · Schema (genetic algorithms · Social constructivism · Viewpoints · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning

Tools

Open DOISci-Hub