Chapter

A Cultural Perspective on School-University Collaboration

Martha Stone Wiske

in Software Goes to School

Published in print May 1997 | ISBN: 9780195115772
Published online March 2012 | e-ISBN: 9780199848041 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195115772.003.0011
A Cultural Perspective on School-University Collaboration

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No knowledge can be acquired separately from the meaning associated with the experience or the information perceived by the learner or community of learners. This statement is the basic assumption of constructivist learning theory, which promotes both individual and social types of “making sense.” In the field of shared educational research, the paradigm is contextualized by discovering its implications in the understanding of students' understanding. This opposes the conventional notion of “transmitted” culture, which asserts that knowledge is a fixed commodity to be passed on accurately from one generation to another. To further elaborate the model, the author made used of the data collected by the Educational Technology Center, an institution that brings together educational studies, curriculum improvements and modification in the classroom setting. Along with this are the enumeration of existing and potential predicaments, academe collaborations and the suggestion of counteractive ways of dealing with these tensions.

Keywords: learners; constructivist learning theory; understanding; classroom; curriculum; education; knowledge

Chapter.  11440 words. 

Subjects: Developmental Psychology

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