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Applying Disciplinary Intuitions to Classroom Contexts: A Constructivist Perspective

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Disciplinary Intuitions and the Design of Learning Environments

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Abstract

The rhetoric of teachers adopting constructivist perspectives of learning to influence classroom teaching has dominated what teachers deem as student-centred teaching. Constructivist perspectives contest behaviourism’s assumptions of tabula rasa and thus challenge the perspective that learning can take place through the mere transmission of content, facts and principles (Aikenhead, Stud Sci Educ 27:1–52, 1996; Driver et al., Educ Res 23(7):5–12, 1994). This chapter situates understandings of Disciplinary Intuitions from the preceding chapter into the context of teaching and learning in a classroom and to imagine how they may influence the classroom discourse to establish common ground between the teacher and the students and to enrich student learning. In other words, in order to gain a deeper understanding of the roles Disciplinary Intuitions may play in learning environments, it explores how Disciplinary Intuitions may reframe our understandings and application of constructivist perspectives, particularly the conceptual change theory.

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Authors and Affiliations

  1. Faculty of Education, University of British Columbia, Vancouver, BC, Canada

    Michelle Tan

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  1. Michelle Tan
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Correspondence to Michelle Tan .

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Editors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Kenneth Y. T. Lim

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Tan, M. (2015). Applying Disciplinary Intuitions to Classroom Contexts: A Constructivist Perspective. In: Lim, K. (eds) Disciplinary Intuitions and the Design of Learning Environments. Springer, Singapore. https://doi.org/10.1007/978-981-287-182-4_4

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