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Summary WK3Assgn3.docx EDSD 7101 Annotated Bibliography EdS in Curriculum, Instruction, and Assessment, Walden University EDSD 7101: Learner-Centered Curriculum Annotated Bibliography Throughout the course of history educational theories have become a topic$7.49
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Summary WK3Assgn3.docx EDSD 7101 Annotated Bibliography EdS in Curriculum, Instruction, and Assessment, Walden University EDSD 7101: Learner-Centered Curriculum Annotated Bibliography Throughout the course of history educational theories have become a topic
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WK3A EDSD 7101 Annotated Bibliography EdS in Curriculum, Instruction, and Assessment, Walden University EDSD 7101: Learner-Centered Curriculum Annotated Bibliography Throughout the course of history educational theories have become a topic of debate. Currently our education system is modeled...
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EDSD 7101
Annotated Bibliography
EdS in Curriculum, Instruction, and Assessment, Walden University
EDSD 7101: Learner-Centered Curriculum
Annotated Bibliography
Throughout the course of history educational theories have become a topic of debate.
Currently our education system is modeled after the industrialized era, however, there are many
theorists who argue that the educational system needs to become more learner-centered. Students
need to engage in their learning, they need to be empowered to learn and have accountability
regarding their education. Two approaches to learner-
centered teaching include constructivism, which focuses on students actively constructing their
own knowledge as opposed to just receiving it; and transformative learning which is similar to
constructivism but requires students to reflect critically upon their learning.
Annotated Bibliography
Scarff Seatter, C., & Ceulemans, K. (2017). Teaching sustainability in higher education: Pedagogical
styles that make a difference. Canadian Journal of Higher Education, 47(2),
47-70.
Scarff Seatter and Ceulemans introduce higher education for sustainable development (HESD)
which is inspired by the goal to help students develop characteristics, skills, and knowledge to
make and act upon informed decisions. The authors begin by presenting three different obstacles
to understanding sustainability including: common misconceptions of sustainability concepts,
instructors infusing the curriculum with a particular agenda, and three specific approaches to
curriculum and explain how these obstacles and the use of passive reception of information by
students leads to low retention and attention rates. Scarff Seatter and Ceulemans provide six types
of critical challenges and examples of each that have been shown to increase sustainability. The
, authors conclude the article by explaining the difference between transformative learning and
constructivist learning approaches by providing definitions, philosophical models, and examples
of effective teaching styles.
Scarff Seatter and Ceulmans focus on thinking critically and inquiry aligns with research
by other theorists who promote and support the inclusion of key sustainability issues in all types
of teaching and learning. The authors recognize that there are significant obstacles due to the
radically different ways of understanding learning and offer theories, philosophical models, and
examples as a counterargument. There is no case study or concrete evidence provided by the
authors to support their claim that transformative and constructivist learning result in a
significant increase in student learning and attention rates.
Scarff Seatter and Ceulmans models and theories are useful for professionals working in
higher education institutions and high schools where traditional lectures or teacher-telling is the
predominant teaching method. This piece provides examples of critical challenges and effective
teaching styles that can be incorporated into a higher education setting. More information would
need to be provided to determine if the same challenges and teaching styles would be effective in
an elementary or middle school setting.
Syahrial, A., Maison, A.M., & Dwi Agus, K. (2020). Ethnoconstructivism analysis: Study of pedagogic
mathematics competence of primary school teachers. International Journal of
Evaluation and Research in Education, 9(3), 614-624.
In this article, Syahrial et al. provided a descriptive research study to determine the extent of
pedagogical competence of elementary school teachers and to see the effect of
ethnoconstructivism in the area of mathematics on teacher pedagogical competencies in
Batanghari, Muaro Jambi, and Jambi City Indonesia. Syahrial et al. explain that
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