Our study underlines the specific study object, the specific normativity and the specific research methodology for constructivist pedagogy. he specific study object of constructivist pedagogy constitutes the difference between the inner system of the one who learns and the external environment objective, natural, community, cultural, civic, political, religious etc., at which the pupil refers to subjectively. The specific normativity of constructivist pedagogy engages four central principles: a) the principle of self-preserving the trainee's resources; b) the principle of the subjective reporting of the educated to the objective reality; c) the principle of the viable, efficient pedagogic activity / action; d) the principle of subjective valorizing of the objective reality.
Paper rationaleThe fundaments of constructivist pedagogy /"constructivist education science" may be identified at level of specific study object, specific normativity and specific research methodology, developed based on some "central concepts and principles" (Horst Siebert, 1999, trans., 2001. It implies a model of knowledge, inspired by the pragmatist philosophy applied in pedagogy (Dewey) and from the psychological theories of learning (Piaget,
Our study addresses to the issue of pedagogical normativity from an epistemological perspective, but also at the level of educational policy. From the epistemological perspective, normative support is a prerequisite for pedagogy as a science. It involves a set of axioms, laws (statistical probability), principles (design, implementation), rules that orders the subject specific pedagogy (education) in the context of a research methodology specific sciences social and human (and therefore pedagogy) -we mean the historical research and hermeneutics (for education at macro level analysis) and experimental research (for empirical analysis at micro level). We take into account the pre-modern pedagogy paradigm (magistro-centrism), paradigms of modern pedagogy (psychocentrism, sociocentrism), postmodern pedagogy paradigm-curriculum paradigm focused on the education purposes (education ideals, general educational goals; overall, specific and practical education objectives), built, in any context (of the educational system and process) at the interdependence level between psychological requirements towards education and educated (expressed in terms of competences)-sociological requirements towards education and educated (expressed in terms of basic knowledge, legitimated or validated by the society, from time to time).
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