This link has been bookmarked by 28 people . It was first bookmarked on 10 Apr 2008, by N K.
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It is the theory of development that will be the focus here because it is the major foundation for cognitive constructivist approaches
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humans cannot be "given" information which they immediately understand and use
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Experiences enable them to create
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mental models in their heads
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humans must "construct" their own knowledge. They build their knowledge through experience.
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Piaget's theory of cognitive development proposes that humans cannot be "given" information which they immediately understand and use. Instead, humans must "construct" their own knowledge. They build their knowledge through experience. Experiences enable them to create schemas (http://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/piaget.html) - mental models in their heads. These schemas are changed, enlarged, and made more sophisticated through two complimentary processes: assimilation and accommodation (http://web.psych.ualberta.ca/~mike/Pearl_Street/Dictionary/contents/A/adaptation.html).
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based on the work of Swiss developmental psychologist Jean Piaget.
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Piaget's theory has two major parts: an "ages and stages" (http://web.psych.ualberta.ca/~mike/Pearl_Street/Dictionary/contents/P/piaget's_stages.html) component that predicts what children can and cannot understand at different ages, and a theory of development that describes how children develop cognitive abilities.
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proposes that humans cannot be "given" information which they immediately understand and use. Instead, humans must "construct" their own knowledge. They build their knowledge through experience
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create schemas (http://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/piaget.html) - mental models in their heads.
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General Implications of Cognitive Constructivism
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two key Piagetian principles for teaching and learning:
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experience, making errors, and looking for solutions are vital for the assimilation and accommodation of information
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Learning is an active process:
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introduced as an aid to problem solving, it functions as a tool rather than an isolated arbitrary fact.
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meaning is constructed as children interact in meaningful ways with the world around them.
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Learning should be whole, authentic, and "real":
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more likely to learn them if they are engaged in meaningful activities
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Papert's idea of clean and dirty learning gives us a somewhat fuzzy feel for the differences between behavioral and constructivist visions for teaching and learning. Copley's (1992) contrast of the two approaches to instruction -- didactic (behavioral) and constructivist -- provides a bit more detail.
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Ordizia JakintzaKOnstruktibismo kognitiboaren gunea
konstruktibismo kognitibo research elearning irakaskuntza teoria pedagogia
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