DOI: 10.5176/2251-1814_EeL17.38
Authors: Liz Lakin
Abstract:
Key words: Learning Theories, Pedagogic Social Constructivism, Independent learning, eLearning, Blended learning Introduction Graduating as a newly qualified teacher in the later 1970s the anticipated means of communication in the classroom and indeed the higher education program left behind, was face to face [teacher to students] and the ‘chalkboard’. Theories of learning were beginning to take off away from the rudiments of rote learning and discovery learning, but the fundamentals remained persistent: didactic teaching, despite the seeds of challenge being there, was the norm. Although recognized by psychologist of the day that children were not ‘blank slates’ on which new knowledge could be written (Ausubel, 1968) this was often the perceived view, with the learner whether a child or a university student on the receiving end of the ‘teacher-as-transmitter-of-knowledge model of teaching (Bennett, 2003. P.24). This transmission mode of teaching was set to change and nearly four decades on not only have pedagogic theories been further advanced, in no small part due to advanced in neuroscience (Smith, 2002), but the way teachers and learners communicate has changed beyond recognition. This paper explores the journey from pre-1960s to the current day mapping progression in educational practice in parallel with advances in technology, critically analyzing the influence one has had on the other. The paper goes on to site significant milestones in learning theory and, drawing on three case studies undertaken within Initial Teacher Education since the 1970s, illustrates how the application of pedagogic social constructivism and the use of technology have influenced classroom practice in science education. Independently but intrinsically interwoven are the significant innovations in communication technology and with them the birth of on-line or ‘eLearning’. Literature Review For reasons of continuity the literature review beings in the 1920s mapping pedagogy and educational theory development through the benign 1940s and 50s, the heady 60s, turbulent 70s, 80s and 90s into the noughties and through to the current day. This literacy journey runs in parallel with a changing curricular landscape and progression in available technological resources. Set against this backdrop of evolving theories and technologies this review traces the rise of pedagogic constructivism whereby learners construct meaning and develop understanding through active involvement in the learning process as opposed to being a passive recipient (Lakin, 2010 and Ross et al., 2015). This approach to teaching and learning underpinned much research led practice in ITE in science education in the late 1990s early noughties
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