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A Critique of Creativity and ComplexityLearning

A Critique of Creativity and Complexity: Learning [The idea of the child “creator” is historically associated with its activity and with “construction” of connaissances and savoirs2. These ideas developed within pedagogical streams, namely in active pedagogy, and their boom was brought about with the emergence of constructivism especially with Piaget. In fact, Piaget’s theory triggered a fundamental breakdown in the conceptions of learning seen as adaptation to the environment and of knowledge seen as a dynamic process of adaptation between the subject’s schemes and the object of the knowledge.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Critique of Creativity and ComplexityLearning

Part of the Advances in Creativity and Giftedness Book Series (volume 25)
Editors: Ambrose, Don; Sriraman, Bharath; Pierce, Kathleen M.
Novotna, Jarmila; Sarrazy, Bernard
A Critique of Creativity and Complexity — Jan 1, 2014
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Publisher
SensePublishers
Copyright
© SensePublishers-Rotterdam, The Netherlands 2014
Pages
19 –33
DOI
10.1007/978-94-6209-773-5_2
Publisher site
See Chapter on Publisher Site

Abstract

[The idea of the child “creator” is historically associated with its activity and with “construction” of connaissances and savoirs2. These ideas developed within pedagogical streams, namely in active pedagogy, and their boom was brought about with the emergence of constructivism especially with Piaget. In fact, Piaget’s theory triggered a fundamental breakdown in the conceptions of learning seen as adaptation to the environment and of knowledge seen as a dynamic process of adaptation between the subject’s schemes and the object of the knowledge.]

Published: Jan 1, 2014

Keywords: Mathematical Education; Implicit Attitude; Target Problem; Didactical Contract; Pedagogical Stream

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