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Constructivism vs. Objectivism.

Yarusso, Lowell – Performance and Instruction, 1992

Performance technology and instructional design are affected by the philosophical approaches of learners and teachers. The theories of constructivism (reality is constructed by individuals) and objectivism (reality is external but accessible to individuals) lead to different understandings of human cognition and affect both instructional design…

Descriptors: Educational Philosophy, Evaluation, Instructional Design, Learning Activities

"You Can't Have a Cake unless It's Written Down": Semiotic Activity and Authentic Learning in Play as a Potential Tool for Analysis.

Peer reviewed

Cook, Deirdre M. – Early Child Development and Care, 2001

Explores young children's mark-making in a domestic play setting. Suggests mark-making indicates aspects of the relationship between semiotic and conceptual development. Focuses on contexts in which mark-making occurs and on the authenticity of the learning events in which children participate. (DLH)

Descriptors: Associative Learning, Child Development, Cognitive Development, Cognitive Structures