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27 Jul 14
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humans generate knowledge and meaning from an interaction between their experiences and their ideas.
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When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework.
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accommodation is the process of reframing one's mental representation of the external world to fit new experiences.
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the mechanism by which failure leads to learning:
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Sweller and his colleagues argue that novices do not possess the underlying mental models, or "schemas" necessary for "learning by doing" (e.g. Sweller, 1988).
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"I refer to this interpretation as the constructivist teaching fallacy because it equates active learning with active teaching." (Mayer, 2004, p. 15).
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Instead Mayer proposes learners should be "cognitively active" during learning and that instructors use "guided practice."
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highly scaffolded constructivist methods like problem-based learning and inquiry learning are ineffective.
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Evidence for learning by studying worked-examples, is known as the worked-example effect and has been found to be useful in many domains
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While they argue "learning by doing" is useful for more knowledgeable learners, they argue this teaching technique is not useful for novices.
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direct, strong instructional guidance rather constructivist-based minimal guidance during the instruction of novice to intermediate learners.
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Even for students with considerable prior knowledge, strong guidance while learning is most often found to be equally effective as unguided approaches.
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Not only is unguided instruction normally less effective; there is also evidence that it may have negative results when student acquire misconceptions or incomplete or disorganized knowledge
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Mayer's concern is how one applies discovery-based teaching techniques.
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a recent replication is research showing that students learn to become better at solving mathematics problems when they study worked-out examples rather than when they solely engage in hands-on problem solving (Sweller, 1999).
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discovery-based practice is not as effective as guided discovery
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23 Mar 14
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Constructivism, as perspective in education, is based on experiential learning through real life experience to construct and conditionalize knowledge. It is problem-based, adaptive learning that challenges faulty schema, integrates new knowledge with existing knowledge, and allows for creation of original work or innovative procedures. The types of learners are self-directed, creative, innovative, drawing upon visual/spatial, musical/rhythmic, bodily kinesthetic, verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, and naturalistic intelligences. The purpose in education is to become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge. The educator’s role is to mentor the learner during heuristic problem solving of ill-defined problems by enabling quested learning. The learning goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality that may modify existing knowledge and allow for creation of new knowledge. Exemplars of constructivist perspective may be found in the works of John Dewey,[1][2] Maria Montessori,[3] and David Kolb.[4][5][6][7]
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Constructivism influences Instructional theory by encouraging discovery learning, hands-on learning, experiential learning, collaborative learning, project-based learning, and task-based learning. Constructivist epistemology, as a branch of the philosophy of science, offers an explanation of how human beings construct knowledge from information generated by previous experiences (heuristic knowledge). It has roots in cognitive psychology and biology and is an approach to education that lays emphasis on the ways knowledge is created while exploring the world.
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- John Dewey (1859–1952)
- Maria Montessori (1870–1952)
- Heinz von Foerster (1911–2002)
- Ernst von Glasersfeld (1917–2010)
- Paul Watzlawick (1921–2007)
- David A. Kolb (1939–)
Constructivists[edit]
Historical and the
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beliefs are consistent with the Constructivists in that she advocates a learning process which allows a student to experience an environment first-hand; thereby, giving the student reliable, trust-worthy knowledge. While working with children in the Casa dei Bambini in 1907, Montessori began to develop her own instructional theory. The essential elements of her educational theory are described in The Montessori Method in 1912 and in The Discovery of the Child in 1948. Her method was founded on the observation of children at liberty to act freely in an environment that was prepared to meet their needs.[23] Montessori came to the conclusion that the children's spontaneous activity in this environment revealed an internal program of development that an educator could enhance by removing obstacles to their natural development; thereby, providing opportunities for their natural development to proceed and flourish.[24] Accordingly, the schoolroom was quipped with child-sized furnishings; included practical life activities such as sweeping and washing tables; and included teaching material developed by Montessori. Children were given the freedom to choose and carry out their own activities, at their own paces, and following their own inclinations. In these conditions, Montessori made a number of observations which became the foundation of her work. First, she observed great concentration in the children and spontaneous repetition of chosen activities. She also observed a strong tendency in the children to order their own environment, straightening tables and shelves, and ordering materials. As children chose some activities over others, Montessori refined the materials she offered to them. Over time, the children began to exhibit what she called "spontaneous discipline".[25] David Kolb, in his books Learning Style Inventory Technical Manual[26] and Experiential Learning,[27] emphasizes the importance of conditionalized knowledge through experiential learning.
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13 Feb 14
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19 Sep 13
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It is also important for instructors to realize that although a curriculum may be set down for them, it inevitably becomes shaped by them into something personal that reflects their own belief systems, their thoughts and feelings about both the content of their instruction and their learners (Rhodes and Bellamy 1999). Thus, the learning experience becomes a shared enterprise. The emotions and life contexts of those involved in the learning process must therefore be considered as an integral part of learning. The goal of the learner is central in considering what is learned (Brown et al. 1989; Ackerman 1996).
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Therefore, no matter how active a child is during learning, to learn the child must operate in a learning environment that meets the developmental and individual learning constraints that are characteristic for the child's age and this child's possible deviations from her age's norm. If this condition is not met, construction goes astray.
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17 Jul 13
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25 May 13
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constructivist learning environments:
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multiple representations of reality.
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09 May 13
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The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference.
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29 Apr 13
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27 Apr 13
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17 Apr 13
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15 Apr 13
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07 Apr 13
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05 Apr 13
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onstructed in the human being when information comes into contact with existing knowledge that had been developed by experiences
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lays emphasis on the ways knowledge is created in order to adapt to the world
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Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order
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mplications for the theory of instruction
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become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledg
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type of learner is self-directed, creative, and innovative.
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Social constructivism, strongly influenced by Vygotsky's (1978) work, suggests that knowledge is first constructed in a social context and is then taken up by individuals
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arners building understanding together that wouldn't be possible alone
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rocess of sharing each person's point of view—called collaborative elaboration
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w learning as active, where learners should learn to discover principles, concepts and facts for themselves
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guesswork and intuitive thinking in learners
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he convergence of the social and active roles in learning.
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scaffolding' a learner can be extended beyond the limitations of physical maturation to the extent that the development process lags behind the learning process
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have to present and train new contents with their classmates, a non-linear process of collective knowledge-construction will be set up.
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22 Mar 13
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09 Mar 13
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19 Feb 13
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Gina GalganoConstructivism the learning theory (Wikipedia)
How is constructivism different from other learning theories talked about and displayed today? -
16 Feb 13
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Knowledge should be discovered as an integrated whole
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Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery. This captures their motivation and builds on previous successes to enhance learner confidence
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14 Feb 13
Christina TenagliaConstructivism definition and information- learning theory.
EDI15A Theories Constructivism Psychology Piaget Vygotsky Bruner
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13 Feb 13
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how knowledge is constructed in the human being when information comes into contact with existing knowledge that had been developed by experiences
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Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order.
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Neuroscience now supports this form of active learning as the way people naturally learn.
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education must engage with and expand experience;
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conditionalizes knowledge through experiential learning.
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used to educate must provide for exploration, thinking, and reflection
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nd is acquired not by listening to words but by experiences upon the environmen
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ducation is a natural process
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a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy [conditionalized] knowledge
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concrete experience, observation and reflection, the formation of abstract concepts, and testing in new situations
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equires a student to test knowledge by acting upon the environment, thereby, giving the student reliable, trust-worthy [conditionalized] knowledge
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they rather see humans as “observers, participants, and agents who actively generate and transform the patterns through which they construct the realities that fit them."
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constructivists do not look for copies or mirrorings of an outer reality in the human mind”
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e purpose in education is to become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge.
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oung children develop their thinking abilities by interacting with other children, adults and the physical world
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the responsibility of learning should reside increasingly with the learner
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motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning
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ese feelings of competence and belief in potential to solve new problems, are derived from first-hand experience of mastery of problems in the past
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here learners are challenged within close proximity to, yet slightly above, their current level of development.
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a facilitator helps the learner to get to his or her own understanding of the content
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learner plays an active role in the learning process.
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a facilitator asks
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a facilitator supports from the back;
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acilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions
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adapt the learning experience
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a facilitator is in continuous dialogue with the learners (
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For the social constructivist, the real is not there to be found: it does not pre- exist, but we invent it in a social context.
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we construct the real through our actions. People together, as members of a group, invent the properties of the world.
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hey usually suggest that learning is accomplished best using a hands-on approach. Learners learn by experimentation, and not by being told what will happen, and are left to make their own inferences, discoveries and conclusions.
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amanda geschwindpiaget
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Social constructivism is not congruent with the Constructivist learning theory. Dewey, Montessori, and Kolb represent the Constructivist learning theory where experiential learning occurs through real life experience to construct and conditionalize knowledge, and a mentor guides the mature learner. Piaget, Bruner, and Vygotsky are Cognitivist who work with young children and base their learning theories upon sequential development of mental processes scaffolded by an instructor.[41]
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10 Feb 13
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06 Feb 13
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02 Feb 13
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30 Jan 13
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18 Dec 12
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03 Dec 12
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03 Nov 12
Tracy Lee Edwards"A further characteristic of the role of the facilitator in the social constructivist viewpoint, is that the instructor and the learners are equally involved in learning from each other as well (Holt and Willard-Holt 2000). This means that the learning experience is both subjective and objective and requires that the instructor’s culture, values and background become an essential part of the interplay between learners and tasks. Learners compare their version of the truth with that of the instructor and fellow learners to get to a new, socially tested version of truth (Kukla 2000). The task or problem is thus the interface between the instructor and the learner (McMahon 1997). This creates a dynamic interaction between task, instructor and learner. This entails that learners and instructors should develop an awareness of each other's viewpoints and then look to their own beliefs, standards and values, thus being both subjective and objective at the same time (Savery 1994).
Some studies argue for the importance of mentoring in the process of learning (Archee and Duin 1995; Brown et al. 1989). The social constructivist model thus emphasizes the importance of the relationship between the student and the instructor in the learning process.
Some learning approaches that could harbour this interactive learning include reciprocal teachin" -
30 Oct 12
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Social constructivism thus emphasizes the importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role.
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According to the social constructivism approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995). Whereas a teacher gives a didactic lecture that covers the subject matter, a facilitator helps the learner to get to his or her own understanding of the content
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- Reciprocal Questioning: students work together to ask and answer questions
- Jigsaw Classroom: students become "experts" on one part of a group project and teach it to the others in their group
- Structured Controversies: Students work together to research a particular controversy (Woolfolk 2010)
A few strategies for cooperative learning include
[edit]
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Learning is an active, social process
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08 Oct 12
Sirkku Nikamaa-Linder"Constructivism is a theory of learning and an approach to education that lays emphasis on the ways that people create meaning of the world through a series of individual constructs. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order. "
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28 Sep 12
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The structuredness of the learning process
It is important to achieve the right balance between the degree of structure and flexibility that is built into the learning process. Savery (1994) contends that the more structured the learning environment, the harder it is for the learners to construct meaning based on their conceptual understandings. A facilitator should structure the learning experience just enough to make sure that the students get clear guidance and parameters within which to achieve the learning objectives, yet the learning experience should be open and free enough to allow for the learners to discover, enjoy, interact and arrive at their own, socially verified version of truth.
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25 Sep 12
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22 Sep 12
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Constructivism is the way people create meaning of the world through a series of individual constructs. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order
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it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge.
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14 Sep 12
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30 Aug 12
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David Kolb, in his books Learning Style Inventory Technical Manual[6] and Experiential Learning: Experience as the Source of Learning and Development,[7] emphasizes the importance of conditionalized knowledge through experiential learning. David A. Kolb and Roger Fry created the Kolb & Fry Model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts, and testing in new situations. He represented these in the famous experiential learning circle [after Kurt Lewin]. Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points, and that it should really be approached as a continuous spiral. However, it is suggested that the learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance, so that, if the same action were taken in the same circumstances, it would be possible to anticipate what would follow from the action. In this pattern, the third step would be to understand the general principle under which the particular instance falls.[8]
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22 Aug 12
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03 Aug 12
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the way people create meaning of the world through a series of individual constructs
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it is a learning process which allows a student to experience an environment first-hand
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The student is required to act upon the environment to both acquire and test new knowledge.
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education must engage with and expand experience
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those methods used to educate must provide for exploration, thinking, and reflection
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and that interaction with the environment is necessary for learning
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The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master.
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specially prepared environment
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Kolb & Fry Model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts, and testing in new situations.
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it is argued that the responsibility of learning should reside increasingly with the learner
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unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role
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learners construct their own understanding
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motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning.
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According to the social constructivism approach, instructors have to adapt to the role of facilitators and not teachers
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a facilitator helps the learner to get to his or her own understanding of the content
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The emphasis thus turns away from the instructor and the content, and towards the learner
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a teacher lectures from the front, a facilitator supports from the back;
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A teacher tells, a facilitator asks
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a teacher gives answers according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions;
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a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners
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The learning environment should also be designed to support and challenge the learner's thinking
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The critical goal is to support the learner in becoming an effective thinker. This can be achieved by assuming multiple roles, such as consultant and coach.
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16 Jul 12
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can be described as a theory that deals with the way people create meaning of the world through a series of individual constructs.
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learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge
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must engage with and expand experience; those methods used to educate must provide for exploration, thinking, and reflection;
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Dewey advocates the learning process of experiential learning through real life experience to construct and conditionalize knowledge, which is consistent with the Constructivists.
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advocates a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy [conditionalized] knowledge
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he type of learner is self-directed, creative, and innovative. The purpose in education is to become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge
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encourages the learner to arrive at his or her version of the truth, influenced by his or her background, culture or embedded worldview.
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level and source of motivation for learning
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sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning
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Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge.
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Active learning conditionalizes knowledge through experiential learning
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education must engage with and expand experience
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must provide for exploration, thinking, and reflection; and that interaction with the environment is necessary for learning; also, that democracy should be upheld in the educational process.
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learning process of experiential learning through real life experience to construct and conditionalize knowledge
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ee humans as “observers, participants, and agents who actively generate and transform the patterns through which they construct the realities that fit them
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education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.
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preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference.
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allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy [conditionalized] knowledge.
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learning process often begins with a person carrying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance, so that, if the same action were taken in the same circumstances, it would be possible to anticipate what would follow from the action. In this pattern, the third step would be to understand the general principle under which the particular instance falls.[9]
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become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge
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The type of learner is self-directed, creative, and innovative
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importance of the nature of the learner's social interaction with knowledgeable members of the society
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From the social constructivist viewpoint, it is thus important to take into account the background and culture of the learner throughout the learning process, as this background also helps to shape the knowledge and truth that the learner creates, discovers and attains in the learning process
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responsibility of learning should reside increasingly with the learner
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importance of the learner being actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive, receptive role.
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instructors have to adapt to the role of facilitators and not teachers
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24 Jun 12
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04 Jun 12
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According to the social constructivism approach, instructors have to adapt to the role of facilitators and not teachers (Bauersfeld, 1995). Whereas a teacher gives a didactic lecture that covers the subject matter, a facilitator helps the learner to get to his or her own understanding of the content. In the former scenario the learner plays a passive role and in the latter scenario the learner plays an active role in the learning process. The emphasis thus turns away from the instructor and the content, and towards the learner (Gamoran, Secada, & Marrett, 1998). This dramatic change of role implies that a facilitator needs to display a totally different set of skills than a teacher (Brownstein 2001). A teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator supports from the back; a teacher gives answers according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners (Rhodes and Bellamy, 1999). A facilitator should also be able to adapt the learning experience ‘in mid-air’ by taking the initiative to steer the learning experience to where the learners want to create value.
The learning environment should also be designed to support and challenge the learner's thinking (Di Vesta, 1987). While it is advocated to give the learner ownership of the problem and solution process, it is not the case that any activity or any solution is adequate. The critical goal is to support the learner in becoming an effective thinker. This can be achieved by assuming multiple roles, such as consultant and coach.
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Constructivism can be described as a theory that deals with the way people create meaning of the world through a series of individual constructs. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order. Von Glasersfeld describes constructivism as, “a theory of knowledge with roots in philosophy, psychology, and cybernetics” (p 162). [1] Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge.
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25 May 12
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16 May 12
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learning circle
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07 May 12
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29 Apr 12
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Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order
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Constructivism can be described as a theory that deals with the way people create meaning of the world through a series of individual constructs
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16 Apr 12
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Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby, giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge.
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05 Apr 12
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Where pedagogy applies to the education of children, adult educators often speak instead of andragogy or heutagogy. Methods must take account of differences in learning, due to the fact that adults have many more experiences ( schema (psychology)) and previously existing neurological structures.
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01 Apr 12
Lauren Schnittgerbasic background information
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27 Mar 12
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26 Mar 12
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25 Mar 12
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Sarah VazquezDetailed history of learning theory including the influence of several learning theorists.
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21 Mar 12
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20 Mar 12
Michael Watt"Constructivism
is the theory that humans generate knowledge and meaning
from an interaction between their experiences and their ideas."
Please visit: http://en.wikipedia.org/wiki/Constructivism_(learning_theory) -
18 Mar 12
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06 Mar 12
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Evidence for learning by studying worked-examples, is known as the worked-example effect and has been found to be useful in many domains [e.g. music, chess, athletics (Atkinson, Derry, Renkl, & Wortham, 2000);[16] concept mapping (Hilbert & Renkl, 2007);[17] geometry (Tarmizi and Sweller, 1988);[18] physics, mathematics, or programming (Gerjets, Scheiter, and Catrambone, 2004).[19]
Kirschner et al. (2006)[2] describe why they group a series of seemingly disparate learning theories (Discovery, Problem-Based, Experiential, and Inquiry-Based learning). The reasoning for this grouping is because each learning theory promotes the same constructivist teaching technique—"learning by doing." While they argue "learning by doing" is useful for more knowledgeable learners, they argue this teaching technique is not useful for novices. Mayer states that it promotes behavioral activity too early in the learning process, when learners should be cognitively active (Mayer, 2004)
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After a half century of advocacy associated with instruction using minimal guidance, there appears no body of research supporting the technique. In so far as there is any evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather constructivist-based minimal guidance during the instruction of novice to intermediate learners. Even for students with considerable prior knowledge, strong guidance while learning is most often found to be equally effective as unguided approaches. Not only is unguided instruction normally less effective; there is also evidence that it may have negative results when student acquire misconceptions or incomplete or disorganized knowledge ” — Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching by Kirschner, Sweller, Clark -
no matter how active a child is during learning, to learn the child must operate in a learning environment that meets the developmental and individual learning constraints that are characteristic for the child's age and this child's possible deviations from her age's norm. If this condition is not met, construction goes astray
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Sweller and his colleagues argue that novices do not possess the underlying mental models, or "schemas" necessary for "learning by doing" (e.g. Sweller, 1988). Indeed, Mayer (2004) reviewed the literature and found that fifty years of empirical data do not support using the constructivist teaching technique of pure discovery; in those situations requiring discovery, he argues for the use of guided discovery instead.
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Mayer’s point is that people often misuse constructivism to promote pure discovery-based teaching techniques. He proposes that the instructional design recommendations of constructivism are too often aimed at discovery-based practice (Mayer, 2004). Sweller (1988) found evidence that practice by novices during early schema acquisition, distracts these learners with unnecessary search-based activity, when the learner's attention should be focused on understanding (acquiring schemas).
The study by Kirschner et al. from which the quote at the beginning of this section was taken has been widely cited and is important for showing the limits of minimally-guided instruction.[25] Hmelo-Silver et al. responded,[26] pointing out that Kirschner et al. conflated constructivist teaching techniques such as inquiry learning with "discovery learning". (See the preceding two sections of this article.) This would agree with Mayer's viewpoint that even though constructivism as a theory and teaching techniques incorporating guidance are likely valid applications of this theory, nevertheless a tradition of misunderstanding has led to some question "pure discovery" techniques.
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Instead Mayer proposes learners should be "cognitively active" during learning and that instructors use "guided practice."
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Evidence for learning by studying worked-examples, is known as the worked-example effect and has been found to be useful in many domains [e.g. music, chess, athletics (Atkinson, Derry, Renkl, & Wortham, 2000);[17] concept mapping (Hilbert & Renkl, 2007);[18] geometry (Tarmizi and Sweller, 1988);[19] physics, mathematics, or programming (Gerjets, Scheiter, and Catrambone, 2004).[20]
Kirschner et al. (2006)[3] describe why they group a series of seemingly disparate learning theories (Discovery, Problem-Based, Experiential, and Inquiry-Based learning). The reasoning for this grouping is because each learning theory promotes the same constructivist teaching technique—"learning by doing." While they argue "learning by doing" is useful for more knowledgeable learners, they argue this teaching technique is not useful for novices. Mayer states that it promotes behavioral activity too early in the learning process, when learners should be cognitively active
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learning as knowledge construction
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pure discovery as a method of instruction
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Mayer’s point is that people often misuse constructivism to promote pure discovery-based teaching techniques. He proposes that the instructional design recommendations of constructivism are too often aimed at discovery-based practice (Mayer, 2004). Sweller (1988) found evidence that practice by novices during early schema acquisition, distracts these learners with unnecessary search-based activity, when the learner's attention should be focused on understanding (acquiring schemas).
The study by Kirschner et al. from which the quote at the beginning of this section was taken has been widely cited and is important for showing the limits of minimally-guided instruction.[26] Hmelo-Silver et al. responded,[27] pointing out that Kirschner et al. conflated constructivist teaching techniques such as inquiry learning with "discovery learning". (See the preceding two sections of this article.) This would agree with Mayer's viewpoint that even though constructivism as a theory and teaching techniques incorporating guidance are likely valid applications of this theory, nevertheless a tradition of misunderstanding has led to some question "pure discovery" techniques.
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In the 1990s, mathematics textbooks based on new standards largely informed by constructivism were developed and promoted with government support. Although constructivist theory does not require eliminating instruction entirely, some textbooks seemed to recommend this extreme
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Similarly, this approach has been applied to reading with whole language and inquiry-based science that emphasizes the importance of devising rather than just performing hands-on experiments as early as the elementary grades (traditionally done by research scientists), rather than studying facts. In other areas of curriculum such as social studies and writing are relying more on "higher order thinking skills" rather than memorization of dates, grammar or spelling rules or reciting correct answers
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Jonassen (1997) also proposed well-designed, well-structured learning environments provide scaffolding for problem-solving. Finally both Sweller and Jonassen support problem-solving scenarios for more advanced learners (Jonassen, 1997; luga, Ayres, Chandler, and Sweller, 2003).
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"guidance fading effect
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Finally Mayer states: "Thus, the contribution of psychology is to help move educational reform efforts from the fuzzy and unproductive world of educational ideology—which sometimes hides under the banner of various versions of constructivism—to the sharp and productive world of theory-based research on how people learn.
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The constructivist (or cognitive-developmental) stream "is based on the idea that the dialectic or interactionist process of development and learning through the student's active construction should be facilitated and promoted by adults" (DeVries et al., 2002). Whereas, "The romantic maturationist stream is based on the idea that the student's naturally occurring development should be allowed to flower without adult interventions in a permissive environment" (DeVries et al., 2002). In other words, adults play an active role in guiding learning in constructivism, while they are expected to allow children to guide themselves in maturationism.
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05 Mar 12
jeanine jonesThis is a very informational guide to the constructivist learning theory.
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24 Feb 12
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20 Feb 12
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Constructivism is a theory of knowledge (epistemology)[1] that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge schemata.
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11 Feb 12
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learners construct knowledge out of their experiences.
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This links up with Vygotsky’s "zone of proximal development" (Vygotsky 1978) where learners are challenged within close proximity to, yet slightly above, their current level of development.
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07 Feb 12
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Constructivism is a theory of knowledge (epistemology)[1] that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Jean Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.
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06 Feb 12
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01 Feb 12
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Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements.
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Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework
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constructivism is a theory describing how learning happens, regardless of whether learners are using their experiences to understand a lecture or following the instructions for building a model airplane. In both cases, the theory of constructivism suggests that learners construct knowledge out of their experiences.
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Social constructivism views each learner as a unique individual with unique needs and backgrounds. The learner is also seen as complex and multidimensional. Social constructivism not only acknowledges the uniqueness and complexity of the learner, but actually encourages, utilizes and rewards it as an integral part of the learning process
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31 Jan 12
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05 Jan 12
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29 Dec 11
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09 Dec 11
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28 Nov 11
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06 Nov 11
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05 Nov 11
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03 Nov 11
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21 Oct 11
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Writers who influenced constructivism include:
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Learning is an active, social process
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Learners with different skills and backgrounds should collaborate in tasks and discussions to arrive at a shared understanding of the truth in a specific field (Duffy and Jonassen 1992).
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Learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery.
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11 Oct 11
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Constructivism is a theory of knowledge (epistemology)[1] that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas.
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Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences.
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When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world, but may also occur as a failure to change a faulty understanding; for example, they may not notice events, may misunderstand input from others, or may decide that an event is a fluke and is therefore unimportant as information about the world
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n contrast, when individuals' experiences contradict their internal representations, they may change their perceptions of the experiences to fit their internal representations. According to the theory, accommodation is the process of reframing one's mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning: when we act on the expectation that the world operates in one way and it violates our expectations, we often fail, but by accommodating this new experience and reframing our model of the way the world works, we learn from the experience of failure, or others' failure.
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the theory of constructivism suggests that learners construct knowledge out of their experiences.
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Social constructivism views each learner as a unique individual with unique needs and backgrounds. The learner is also seen as complex and multidimensional. Social constructivism not only acknowledges the uniqueness and complexity of the learner, but actually encourages, utilizes and rewards it as an integral part of the learning process (Wertsch 1997).
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27 Sep 11
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07 Sep 11
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04 Sep 11
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22 Aug 11
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Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world, but may also occur as a failure to change a faulty understanding; for example, they may not notice events, may misunderstand input from others, or may decide that an event is a fluke and is therefore unimportant as information about the world. In contrast, when individuals' experiences contradict their internal representations, they may change their perceptions of the experiences to fit their internal representations. According to the theory, accommodation is the process of reframing one's mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning: when we act on the expectation that the world operates in one way and it violates our expectations, we often fail, but by accommodating this new experience and reframing our model of the way the world works, we learn from the experience of failure, or others' failure.
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12 Aug 11
Ian ChiaConstructivism is a theory of knowledge (epistemology)[1] that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it is an interaction between their experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Jean Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements. Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results.
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03 Aug 11
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- Reciprocal Questioning: students work together to ask and answer questions
- Jigsaw Classroom: students become "experts" on one part of a group project and teach it to the others in their group
- Structured Controversies: Students work together to research a particular controversy (Woolfolk 2010)
A teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator supports from the back; a teacher gives answers according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners (Rhodes and Bellamy, 1999). A facilitator should also be able to adapt the learning experience ‘in mid-air’ by taking the initiative to steer the learning experience to where the learners want to create value.
The learning environment should also be designed to support and challenge the learner's thinking (Di Vesta, 1987). While it is advocated to give the learner ownership of the problem and solution process, it is not the case that any activity or any solution is adequate. The critical goal is to support the learner in becoming an effective thinker. This can be achieved by assuming multiple roles, such as consultant and coach.
A few strategies for cooperative learning include
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26 Jul 11
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14 Jul 11
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Learning is an active, social process
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Social constructivism, strongly influenced by Vygotsky's (1978) work, suggests that knowledge is first constructed in a social context and is then appropriated by individuals (Bruning et al., 1999; M. Cole, 1991; Eggan & Kauchak, 2004).
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learners constructing understanding together that wouldn't be possible alone
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07 Jul 11
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06 Jul 11
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01 Jul 11
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27 Jun 11
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15 May 11
dnsaltman"Glasersfeld, 198"
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04 May 11
Jon TannerWhen I was getting my undergrad degree in elementary education, we had to write our Philosophy of Education. I wrote that I was a follower of experiential learning. I still am. I'm a constructivist. This wikipedia entry explains what that means.
I think it's work noting that Scratch is an example of the constructivist influence on computer science. -
27 Apr 11
Nik PeacheyA good description og constructivism from weikipedia. Good place to start searching for more links.
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07 Apr 11
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30 Mar 11
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Constructivism is a theory of knowledge (epistemology)[1] that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas.
-
through processes of accommodation and assimilation, individuals construct new knowledge from their experiences.
-
When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework.
-
accommodation is the process of reframing one's mental representation of the external world to fit new experiences. Accommodation can be understood as the mechanism by which failure leads to learning
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Social constructivism views each learner as a unique individual with unique needs and backgrounds
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Social constructivism not only acknowledges the uniqueness and complexity of the learner, but actually encourages, utilizes and rewards it as an integral part of the learning process (Wertsch 1997).
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According to the social constructivist approach, instructors have to adapt to the role of facilitators and not teachers
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A teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator supports from the back; a teacher gives answers according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions;
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- Reciprocal Questioning: students work together to ask and answer questions
- Jigsaw Classroom: students become "experts" on one part of a group project and teach it to the others in their group
- Structured Controversies: Students work together to research a particular controversy (Woolfolk 2010)
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18 Mar 11
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Constructivism is a theory of knowledge (epistemology)[1] that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas.
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During infancy, it is an interaction between their experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge schemata
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constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Jean Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements.
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08 Mar 11
Public Stiky Notes
My fourth graders engaged deeply in the scientific method when we created terrariums in our ecosystem unit of study. They observed the plant and animal life, recorded findings, asked amazing questions and were eager to research to learn more.
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