Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


32nd Annual Convention; Atlanta, GA; 2006

Event Details

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Invited Paper Session #12
CE Offered: BACB

Using Grounded Reflection to Reflect on the Constructivist Perspective

Saturday, May 27, 2006
1:00 PM–1:50 PM
Centennial Ballroom II
Area: TBA; Domain: Theory
CE Instructor: Vivian Fueyo, Ph.D.
Chair: Pamela G. Osnes (Behavior Analysts, Inc.)
VIVIAN FUEYO (University of South Florida, St. Petersburg)
Dr. Vivian Fueyo received her Doctorate in Developmental and Child Psychology at the University of Kansas and joined the faculty at USF St. Petersburg in 2003 as founding Dean of the College of Education. Prior to serving as Dean of the College of Education at USF-St. Petersburg, Dr. Fueyo was a faculty member in the College of Education at Florida State

Reflection, based on grounded theory and supported by research and the scientific method, is much more behavioral than constructivist. Despite this assertion, current priorities in teacher education posit that behavioral approaches are inadequate for defining the social and cognitive mediation necessary for teaching and learning in todays classrooms. Frequently, constructivist principles are advocated instead. In the second edition of The Handbook of Research on Teacher Education (Sikula, 1996), Constructivist Perspectives is one of eight subsections under Contemporary Conceptions of Learning to Teach. The others are Critical Perspectives, Teacher Reasoning, Pedagogical Content Knowledge, Multicultural Teacher Education, Global Teacher Education, Human Development, and Cognitive Instruction. Behaviorism and Behavior Analysis comprises a separate, stand alone section of this same book. It is telling that constructivist perspectives is listed as one among many in the handbook, while an entire section of the book is dedicated exclusively to behaviorism. Without behavioral approaches to teaching, all the requisite skills that students and teachers need to reflect and reason, such as active listening, attending to appropriate cues, clarifying and extending questions, paraphrasing, etc., could never occur. Nevertheless, the confusion continues. The purpose of this address is to engage the audience in a semantic and functional analysis of behavioral and constructivist approaches to teaching and learning.




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