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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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