期刊名称：New presence - Review for intellectual and spiritual questions
印刷版ISSN：1334-2312
出版年度：2018
卷号：XVI
期号：3
页码：561-576
DOI：10.31192/np.16.3.9
语种：Croatian
出版社：Christian Academic Circle (CRAC)
摘要：This work elaborates concepts of constructivism and neurodidactics and directions and movements of the reform pedagogy as defined, explained and brought into relations by critical comparative and historical analysis. Primarily, characteristics, definitions and the development of constructivism and neurodidactics have been explained. Special emphasis has been put on current neuroscientific understandings on methods and processes of learning and their implications in didactic theories and their manifestations in the organisation of learning and teaching. The analisys has shown that some of the ground characteristics of constructivism and neurodidactics are visible in learning strategies such as: inquiry-based learning, problem-based learning, collaborative learning, learning-by-doing, play-based learning and project-based learning. In other words, strategies involving student-centred teaching. Apart from these characteristics being common for both constructivism and neurodidactics, they are not entirely novelties that originated from these concepts alone. Further analysis showed that these didactic characteristics have been recognized, i.e. formed more than century ago in the directions and movements of the reform pedagogy. With respect, it is justifiable to conclude that the characteristics that have been deemed as constructivist teaching, are already present in the reform pedagogy. Likewise, it is reasonable to conclude that the neuroscientific research, besides offering new insights on learning processes, also confirm the didactic value of directions and movements of the reform pedagogy at the turn of the 20th century. Given the mutual compatibility of the concepts analysed in this work, further critical and arguments supported synergy is something to aspire to, with the intention of improvement and advancement of the organising of the learning, teaching and instruction processes.
Loading...
