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A comparative analysis of the perspectives of three German educational theorists on constructivism and instructional design

by Hambrock, Helga Brigitta.

Abstract (Summary)
18 2. Introduction 18 2.1 An analysis of the work of the three authors 21 2.1.1 Ewald Terhart 21 2.1.1.1 Radical constructivism 21 University of Pretoria etd – Hambrock, H B (2007) German voices on constructivism 3 2.1.1.2 The Neurobiology of cognition 22 2.1.1.3 Current theories 22 2.1.1.4 Current conceptions of learning in the field of 23 cognitive psychology 2.1.2 Horst Siebert 25 2.1.2.1 Auto poetic psychosomatic systems 26 2.1.2.2 Learning in context 26 2.1.2.3 Constructivism meaningful content 27 2.1.2.4 Terhart vs Siebert 29 2.1.3 Kersten Reich 32 2.1.3.1 Terhart vs. Reich 37 2.1.3.2 Terhart, Siebert and Reich 37 2.2 The questionnaire 43 2.3 An analysis of the questionnaire 43 2.4 The Conclusion 45
Bibliographical Information:

Advisor:

School:University of Pretoria/Universiteit van Pretoria

School Location:South Africa

Source Type:Master's Thesis

Keywords:education germany

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