Tension Between Objectivism and Constructivism in Organizing and Enacting Student Learning in Online STEM Education

Authors

Diana L. Moss, University of Nevada
Claudia M. Bertolone-Smith, California State University
Steven Boyce, Portland State UniversityFollow
Beth L. MacDonald, Illinois State University
Jeffrey A. Grabhorn
Christopher Roman, Portland State University

Published In

Educational Forum

Document Type

Citation

Publication Date

11-18-2022

Abstract

Tensions between constructivist learning theories and objectivist learning theories in online courses implicate a need for a theoretical balance. This article describes organizing and enacting tasks that elicit constructivist learning of mathematics in an online mathematics teacher education course. The results focus on a conceptual framework that was developed to explicate this balance and show how the learning goal, evidence of student learning, and the teaching that occurs are built on the teaching philosophy tenet.

Rights

© 2022 Kappa Delta Pi

Locate the Document

https://doi.org/10.1080/00131725.2022.2149913

DOI

10.1080/00131725.2022.2149913

Persistent Identifier

https://archives.pdx.edu/ds/psu/39564

Citation Details

Moss, D. L., Bertolone-Smith, C. M., Boyce, S., MacDonald, B. L., Grabhorn, J. A., & Roman, C. (2022). Tension between Objectivism and Constructivism in Organizing and Enacting Student Learning in Online STEM Education. The Educational Forum., 1–16. https://doi.org/10.1080/00131725.2022.2149913