Cognitive schema theory in the constructivist debate
Cognitive schema theory in the constructivist debate
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DOI：
10.1207/s15326985ep3103
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发表时间：
1996-06-01
影响因子：
8.8
通讯作者：
Derry, SJ
中科院分区：
文献类型：
--
作者：
Derry, SJ
认知建构主义不是一个独特的理论框架、教学方法或认识论，而是一个几乎所有认知教育研究者都接受的关于认知本质的普遍的、隐喻性的假设。尽管有这个统一的假设，但在整个社区内有许多不同的认知建构主义研究计划和理论。本文将认知建构主义与教育研究界的其他几种建构主义进行了比较。然后，它试图代表认知建构主义的理论方法的范围内，指出认知建构主义思想的例子和潜在的教育应用。认知图式理论作为一个重要的理论视角受到了特别的关注，但在最近的理论讨论中却相对被忽视。它被认为有显着的潜力，建立信息处理和激进的建构主义观点之间的概念桥梁。
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.