Original Research
Constructivist strategy for health science education
South African Journal of Physiotherapy | Vol 58, No 4 | a224 |
DOI: https://doi.org/10.4102/sajp.v58i4.224
| © 2002 H. C. Klopper
| This work is licensed under CC Attribution 4.0
Submitted: 13 January 2002 | Published: 13 January 2002
Submitted: 13 January 2002 | Published: 13 January 2002
About the author(s)
H. C. Klopper, Department of Nursing Education, Faculty of Health Sciences, University of the Witwatersrand, South AfricaAbstract
The aim of this paper was to explore and describe a constructivist strategy for Health Science Educators. Changes in the higher education field in South Africa have impacted on the practice of health science educators. In the past, health science educators often envisaged their teaching task as the transmission of content. This however no longer meets the needs of our practices. In order to describe the strategy, the survey list of Dickoff, James and Wiedenbach (1968) was used to identify the core concepts. Each of the identified concepts was then described based on a literature review. The strategy advocates that health science educators should shift from being lecturers to being learning facilitators based on the principles of constructivist learning, in order to create a context conducive to learning.
Keywords
learning facilitator; constructivist learning; conceptual change; reflection; adult learner