Experience and Education¶
Dewey, J. (1938). Experience and Education. How We Think, 31(1), 21-32.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Constructivist Learning
- Pedagogically, the lineage of constructivism reaches back to Dewey (1938), whose Experience and Education argued that genuine learning grows out of continuous, reflective experience embedded in the learner's social context, supplying the engagement-and-context grounding on which later constructivist programs are built.
This sourceKappa Delta Pi / Macmillan. Argues that genuine learning grows out of continuous, reflective experience embedded in the learner's social context (supports D48-058).
- Pedagogically, the lineage of constructivism reaches back to Dewey (1938), whose Experience and Education argued that genuine learning grows out of continuous, reflective experience embedded in the learner's social context, supplying the engagement-and-context grounding on which later constructivist programs are built.
- Inquiry-Based Learning
- … through guided inquiry (teacher provides the question and some scaffolds, students conduct the investigation) to structured inquiry (teacher provides question and procedure, students execute and interpret) to confirmation inquiry (students verify already-taught concepts through predetermined activities).**
This sourceFoundational pragmatist and structure-of-the-disciplines arguments that thinking is constitutively investigative and that students learn a discipline by participating in its inquiry practices.
- … through guided inquiry (teacher provides the question and some scaffolds, students conduct the investigation) to structured inquiry (teacher provides question and procedure, students execute and interpret) to confirmation inquiry (students verify already-taught concepts through predetermined activities).**
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