Not sure if I am reading it correctly, but the main argument seems to be that “pure discovery” is inefficient compared to e.g. “guided discovery”… which is something that every constructivist teacher in my bubble would definitely agree with, and they would probably call the “pure discovery” a strawman of constructivism (the first bullet point in my question). Now the question is how much my bubble is typical among educators.
Making a note that whenever I mention constructivism, I should emphasize that I am talking about the “guided discovery” version.
Not sure if I am reading it correctly, but the main argument seems to be that “pure discovery” is inefficient compared to e.g. “guided discovery”… which is something that every constructivist teacher in my bubble would definitely agree with, and they would probably call the “pure discovery” a strawman of constructivism (the first bullet point in my question). Now the question is how much my bubble is typical among educators.
Making a note that whenever I mention constructivism, I should emphasize that I am talking about the “guided discovery” version.