Constructivism in Hodges' model: Situated, cognitive, pragmatic

INDIVIDUAL
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 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

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GROUP

"From the constructivist perspective, every field has its unique ways of knowing and the overarching goal is to move the learner into thinking within the knowledge domain as an expert of that domain might think. In geography, for example, the goal would not be to teach geography facts or principles but to teach learners to use the domain of geographic information as a cartographer, geographer or navigator might do. Just as the cartographer or geographer must bring new perspectives to bear and construct a particular understanding or interpretation of a situation, so too must the learner. And just as different geographers identify different relevant information and come to different conclusions, we must also leave identification of relevant information and 'correct' solutions open in the teaching situation. The process of constructing a perspective or understanding and developing reflexive awareness of that process are essential to the constructive view of learning." pp.96-97.

Zwozdiak-Myers, Paula. (2012). The Teacher's Reflective Practice Handbook: Becoming an Extended Professional through Capturing Evidence-Informed Practice. Abingdon, Oxon: Routledge. 

https://www.routledge.com/The-Teachers-Reflective-Practice-Handbook-Becoming-an-Extended/Zwozdiak-Myers/p/book/9780415597586

See also: 


Cognitive apprenticeship . . .

Hodges model: What is it? [4] A Periplus for Lifelong Learning