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.
I’m sure constructivism works for some people some of the time but for a public mass education system it doesn’t seem scalable. One of my goto bloggers on education has written a lot against this idea, this is one of his posts. https://gregashman.wordpress.com/2020/05/23/whatever-happened-to-constructivism/comment-page-1/
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.