Constructivist Learning Theory - The Diigo Meta page

• 25 Aug 15
  

  rbsterchi
  • oth to how people learn, and to the nature of knowledge
  • we have to focus on the learner in thinking about learning
  • There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners

  1 more annotation...

• 21 Aug 15
  

  yarontzur
• 15 Jul 15
  

  Sasha Thackaberry

  What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. 3 Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;
  1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):
  
  
  
  
  2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.

  constructivism education learning theory constructivist

• 21 Feb 15
  

  rainbowsaurus
  • constructivism
  • learners construct knowledge for themselves

  • 1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):

      2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
  • no such thing as knowledge "out there" independent of the knower, but only knowledge we construct for ourselves as we learn.
  • earning is not understanding the "true" nature of things
  • f we believe that knowledge consists of learning about the real world out there, then we endeavor first and foremost to understand that world, organize it in the most rational way possible, and, as teachers, present it to the learner.
  • If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world.
  • Learning is an active process in which the learner uses sensory input and constructs meaning out of it.
  • not the passive acceptance of knowledge
  • People learn to learn as they learn
  • constructing meaning is mental
  • Learning involves language
  • Learning is a social activity
  • Learning is contextual
  • One needs knowledge to learn
  • The more we know, the more we can learn.
  • It takes time to learn
  • Motivation is a key component in learning
  • the actions which we develop for our audience engage the mind as well as the hand
  • Our visitors need ''hooks"---connections---in exhibits to help them understand the messages intended.
  • Vigotsky spoke of the "zone of proximal development," ¹⁹an unfortunately cumbersome term which refers to a level of understanding that is possible when a learner engages in a task with the help of a more expert peer (i.e. a teacher).

  19 more annotations...

• 02 Feb 15
  

  tberrian
  • 1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of this idea involves the terminology of the active learner (Dewey's term) stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner s engaging with the world.
• 17 Jan 15
  

  joneilmedina

  Apil ni sa sources sa RRL EDSC 198

  constructivism education theory learning

• 22 Sep 14
  

  Michelle Vega

  "George E. Hein"

• 07 Sep 14
  

  blairframe

  Prof. George E Hein 1991

  social bookmarking constructivism education theory

  • What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns.
• 01 Aug 14
  

  Eunyoung Park
  • What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves

  • 1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):

      2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
  • We have to recognize that there is no such thing as knowledge "out there" independent of the knower, but only knowledge we construct for ourselves as we learn.
  • The more important question is, does it actually make any difference in our everyday work whether deep down we consider knowledge to be about some "real" world independent of us, or whether we consider knowledge to be of our own making?
  • We help the learner understand the world. but we don't ask him to construct his or her own world.
  • The great triumph of Western intellectual history from the Enlightenment until the beginning of the 2Oth century rested on its ability to organize the knowledge of the world in a rational way independent of the learner, determined by some structure of the subject.
  • constructivist theory requires that we turn our attention by 180 degrees

  • we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world. ⁵
  • most of us constantly vacillate between faith that our learners will indeed construct meaning which we will find acceptable (whatever we mean by that) and our need to construct meaning for them;
  • tell me that they try to avoid them at all costs
  • I will outline a few ideas, all predicated on the belief that learning consists of individuals' constructed meanings and then indicate how they influence museum education.
  • learning involves the learner s engaging with the world. ⁷
  • language and learning are inextricably intertwined
  • as an integral aspect of learning.
  • we learn in relationship to what else we know, what we believe, our prejudices and our fears
  • we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives
  • We cannot divorce our learning from our lives. ¹³
  • it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on.
  • Not only is it the case that motivation helps learning, it is essential for learning.

  17 more annotations...

• 11 Jul 14
  

  carleekocon
  • rather a personal and social construction of meaning out of the bewildering array of sensations which have no order or structure besides the explanations (and I stress the plural) which we fabricate for them
  • Disciplines were developed, taxonomic schemes established, and all these categories were viewed as components of a vast mechanical machine in which the parts could be explained in terms of their relationship to each other, and each part contributed to making the whole function smoothly
  • If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world. ⁵
  • All hands-on activities must also pass the test of being minds-on---they must provide something to think about as well as something to touch
  • Our visitors need ''hooks"---connections---in exhibits to help them understand the messages intended. An experienced museum-goer or a person knowledgeable on a given subject can be enlightened easily. But what does it mean for a naive visitor to be confronted with a whole case containing may objects? Of what value is it to the naive visitor to be invited to push this button or read a sophisticated label?

  3 more annotations...

• 10 Jul 14
  

  ilovetechnology

  We don't need to succumb to each new fad, but we do need to think about our work in relation to theories of learning and knowledge.

  constructivism 612

  • We don't need to succumb to each new fad, but we do need to think about our work in relation to theories of learning and knowledge.
  • nothing dramatically new in constructivism
  • core ideas expressed by it have been clearly enunciated by John Dewey among others
  • each learner individually (and socially) constructs meaning---as he or she learns
  • learners construct knowledge for themselves
  • focus on the learner in thinking about learning (not on the subject/lesson to be taught)
  • guiding principles of constructivist thinking that we must keep in mind when we consider our role as educators?
  • Learning is an active process
  • learner uses sensory input and constructs meaning out of it
  • People learn to learn as they learn
  • constructing meaning and constructing systems of meaning
  • Physical actions, hands-on experience may be necessary for learning
  • it happens in the mind
  • (Dewey called this reflective activity
  • we need to provide activities which engage the mind as well as the hands
  • the language we use influences learning
  • Learning is a social activity
  • Learning is contextual
  • learn in relationship to what else we know, what we believe, our prejudices and our fears
  • We cannot divorce our learning from our lives
  • not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on
  • One needs knowledge to learn
  • The more we know, the more we can learn
  • takes time to learn
  • Motivation is a key component in learning
  • it is essential for learning

  24 more annotations...

• 25 Jun 14
  

  Heather O'Neill

  #theme

  Constructivist* John Dewey*

• 03 Jun 14
  

  Tammie Babbitt
• 05 May 14
  

  mwpedler
• 30 Mar 14
  

  Naomi Phillips

  constructivism

• 17 Mar 14
  

  Kimberly Essig

  constructivism EDI15A education

• 13 Mar 14
  

  kisten minter

  constructivism education learning theory

• 12 Mar 14
  

  Katelyn Stampf

  learning constructivist education EDT TEAM

  • What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. ³ Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;

      1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):

      2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
  • If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world.
• 12 Feb 14
  

  Jörgen Holmberg

  constructivism

• 05 Feb 14
  

  Samantha Ward

  constructivism learning constructivist theory

• 21 Jan 14
  

  Susan Timberlake

  Introduction
  The latest catchword in educational circles is "constructivism, " applied both to learning theory and to epistemology---both to how peopl

  constructivism hein

• 07 Dec 13
  

  Simon Jones

  constructivism

• 20 Nov 13
  

  Chris Crosby
• 14 Nov 13
  

  Lucy Barrow

  constructivism constructionism seymourpapert papert learning teaching education

• 28 Oct 13
  

  Rana Chakrabarti

  constructivism hanacafe

• 17 Sep 13
  

  Danielle McCracken

  description and defination

  constructivism

• 07 Sep 13
  

  Ian Guest

  theory learning article

• 14 Jul 13
  

  Lucie deLaBruere

  constructivism pedagogy

• 21 Jun 13
  

  Robert Guihan

  constructivism education constructivist learning

• 16 Jun 13
  

  duplicity c
  • It is this tension between our desire as teachers to teach the truth, to present the world "as it really is", and our desire to let learners construct their own world which requires us to think seriously about epistemology and pedagogy. ⁶
  • learning consists of individuals' constructed meanings and then indicate how they influence museum education.
  • Learning is an active process in which the learner uses senso
  • People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning.
  • The crucial action of constructing meaning is mental: it happens in the mind.
  • Learning involves language: the language we use influences learning.
  • Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit.
  • Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives:
  • One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. ¹⁴
  • It takes time to learn:
  • Motivation is a key component in learning.

  9 more annotations...

• 17 Apr 13
  

  Nancy Minicozzi
  • learners construct knowledge for themselves
  • Constructing meaning is learning; there is no other kind
  • There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
  • personal and social construction of meaning
  • If we believe that knowledge consists of learning about the real world out there
  • The task of the teacher was to make clear to the learner the working of this machine and any accommodation to the learner was only to account for different appropriate entry points for different learners.
  • If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world. ⁵
  • guiding principles of constructivist thinking
  • Learning is an active process in which the learner uses sensory input and constructs meaning out of it.
  • People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning.
  • The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient
  • reflective activity
  • Learning involves language: the language we use influences learning.
  • Learning is a social activity:
  • Learning is contextual:
  • One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge
  • learning is not instantaneous
  • revisit ideas, ponder them try them out, play with them and use them
  • Motivation is a key component in learning
  • All hands-on activities must also pass the test of being minds-on
  • we begin to understand organizing principles as we use them
  • What are we assuming about our visitors' ability to learn (to organize knowledge) when we present exhibits to them? What organizing schemes do we attribute to them, that may or may not be available to them
  • We need to ask what have we build into the exhibit that encourages visitors to discuss, to share, to find out together
  • provide different kinds of entry points, using various sensory modes, different kinds of stimuli, to attract a wide range of learners
  • finding the right level at which to engage the learner
  • zone of proximal development
  • time to learn, time to reflect and time to revisit an idea

  25 more annotations...

• 08 Apr 13
  

  Innovative Educator

  Defining what is constructivist learning theory

  901IEASC Constructivism IPModule1 theory

• 25 Mar 13
  

  Dustin Ellis

  constructivism theory

  • What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. ³ Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;

      1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):

      2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
  • If we accept constructivist theory (which means we are willing to follow in the path of Dewey, Piaget and Vigotsky among others), then we have to give up Platonic and all subsequent realistic views of epistemology. We have to recognize that there is no such thing as knowledge "out there" independent of the knower, but only knowledge we construct for ourselves as we learn.
  • in our profession our epistemological views dictate our pedagogic views
  • Learning is an active process in which the learner uses sensory input and constructs meaning out of it.
  • learning involves the learner s engaging with the world. ⁷
  • The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands^.9 (Dewey called this reflective activity.)
  • Learning involves language
  • Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid it. Much of traditional education, as Dewey pointed out, is directed towards isolating the learner from all social interaction, and towards seeing education as a one-on-one relationship between the learner and the objective material to be learned. In contrast, progressive education (to continue to use Dewey's formulation) recognizes the social aspect of learning and uses conversation, interaction with others, and the application of knowledge as an integral aspect of learning
  • Learning is contextual
  • One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on
  • . ¹⁴ The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner, must provide a path into the subject for the learner based on that learner's previous knowledge.
  • It takes time to learn: learning is not instantaneous.
  • Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us. even by the most severe and direct teaching

  11 more annotations...

• 21 Mar 13
  

  elaine snyder

  class

• 08 Mar 13
  

  kengellant
• 19 Feb 13
  

  Caitlin Francis

  Constructivism means that students construct meaning while they learn to better understand the topic. Students that learn through constructivism learn through experience.

  EDI15A Constructivism ConstructivistLearner

• 

  David Silver

  This essay breaks down some of the principles of constructivism and how it can be applied in a setting other than a classroom such as a museum.

  constructivism education theory

• 

  Christina Tenaglia

  The Constructivist learning theory, the definition and history regarding the theory, the principles of learning, supporting details on the constructivist theory and the principles involved. This source will be helpful in defining the basic details of how constructivism works.

  PROJECT1 Theories EDI15A Constructivism

• 

  Nicole Mobilio

  Constructivism refers to the idea that learners construct knowledge for themselves.

  constructivism education constructivist learning theory

• 

  Mia Hansen

  constructivism education learning

• 04 Feb 13
  

  Jan Stoner

  description of constructivist learning

  constructivism education learning

• 28 Jan 13
  

  Justin Marriott

  summary of constructivism theory.

  constructivism education

• 20 Jan 13
  

  constructivism education constructivist research learning pbl

• 23 Oct 12
  

  Tony Zahn

  constructing meaning

• 

  Virginia Glatzer
  • essed by it have been clearly enunciated by J
  • does it actually make any difference in our everyday work whether deep down we consider knowledge to be about some "real" world independent of us, or whether we consider knowledge to be of our own making?
  • If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world. ⁵
  • the learner needs to do something
  • engaging with the world
  • ach meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern. ⁸
  • we need to provide activities which engage the mind as well as the hands^.9
  • language and learning are inextricably intertwined.
  • ur learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances
  • conversation, interaction with others, and the application of knowledge as an integral aspect of learning.
  • Learning is contextual
  • We cannot divorce our learning from our lives.
  • One needs knowledge to learn
  • more we know, the more we can learn
  • previous knowledge.
  • It takes time to learn: learning is not instantaneous
  • revisit ideas, ponder them try them out, play with them and use them
  • Motivation is a key component in learning
  • allow the participants to think as they act.
  • All hands-on activities must also pass the test of being minds-on---they must provide something to think about as well as something to touch.
  • hat are we assuming about our visitors' ability to learn (to organize knowledge) when we present exhibits to them?
  • What organizing schemes do we attribute to them, that may or may not be available to them?
  • individual visitors preferred different learning modes
  • shared, discussed and confirmed what each had learned while perusing his or her preferred modality
  • Some art museums have a quiet air like a church, discouraging active debate and verbal interaction.
  • provide different kinds of entry points, using various sensory modes, different kinds of stimuli, to attract a wide range of learners.
  • People learn as they are stretched beyond their own knowledge but only within a range that is within their grasp given what knowledge and skills they bring to a task.
  • time to learn, time to reflect and time to revisit an idea.
  • What do we do for the visitors who wish to stay with a topic longer? How have we organized our museums to accommodate them? To what extent have we provided additional resources (in addition to items which we are eager to sell to them in the nearby shop) that can satisfy the interested visitors' concerns that arise on the next day or a week after the visit?

  27 more annotations...

• 17 Jan 12
  

  Dennis Bayeng

  constructivism constructivism_socialstudies

• 22 Dec 11
  

  Lindsey Steinberg

  constructivism learning theory

• 27 May 10
  

  eggyg_
• 09 May 10
  

  Anna Alessi

  constructivism constructivist learning theory education research

• 20 Apr 10
  

  Angeline Lee

  constructivist

• 05 Nov 09
  

  Jessica Newham

  This website elucidates the Constructivist Learning Theory. This relates to Technology Education and the Perfecting Playgrounds Unit as learners construct knowledge for themselves as he or she takes part in various activities.

  diigo

• 30 Jul 09
  

  Shelley Hasinoff

  museum

• 10 Apr 09
  

  Nic Mobbs

  constructivism education pbl research

• 03 Apr 09
  

  Mrs Bond

  learning education theories research constructivist teaching

• 16 Mar 09
  

  Sue Hellman

  how does constructivism differ from other approaches

  constructivism pbl 'teaching model

• 13 Nov 08
  

  Kim Schneider
  • We have to recognize that there is no such thing as knowledge "out there"  independent of the knower, but only knowledge we construct for ourselves as we  learn.
• 11 Nov 08
  

  Alan Shapiro

  contructivist_learning

• 30 Sep 08
  

  Tony Searl

  Constructivism
  What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. 3 Constructing meaning is learning; there is

  constructivism

• 28 Sep 08
  

  Wendy Athens

  EdD_PhD Education constructivism

• 21 Sep 08
  

  Lyndall Miller

  good definition of construcivism - use for paper

  constructivism

  • Constructivism
    What is meant by constructivism? The term refers to  the idea that learners construct knowledge for themselves---each learner  individually (and socially) constructs meaning---as he or she learns.  ³ Constructing meaning is learning; there is no other kind. The  dramatic consequences of this view are twofold; 

    1) we have to focus on the learner in thinking about learning (not on the  subject/lesson to be taught): 

    2) There is no knowledge independent of the meaning attributed to experience  (constructed) by the learner, or community of learners.
  • If we accept constructivist theory (which means we are willing to follow in the  path of Dewey, Piaget and Vigotsky among others), then we have to give up  Platonic and all subsequent realistic views of epistemology. We have to  recognize that there is no such thing as knowledge "out there" independent of  the knower, but only knowledge we construct for ourselves as we learn.  ⁴ Learning is not understanding the "true" nature of things, nor is  it (as Plato suggested) remembering dimly perceived perfect ideas, but rather a  personal and social construction of meaning out of the bewildering array of  sensations which have no order or structure besides the explanations (and I  stress the plural) which we fabricate for them.
  • The great triumph of Western intellectual history from the Enlightenment until  the beginning of the 2Oth century rested on its ability to organize the  knowledge of the world in a rational way independent of the learner, determined  by some structure of the subject.
  • The task of the teacher was to make clear to the learner the working of this  machine and any accommodation to the learner was only to account for different  appropriate entry points for different learners.

  • However, as I have indicated above, constructivist theory requires that we  turn our attention by 180 degrees we must turn our back on any idea of an  all-encompassing machine which describes nature and instead look towards all  those wonderful, individual living beings---the learners---each of whom creates  his or her own model to explain nature. If we accept the constructivist position  we are inevitably required to follow a pedagogy which argues that we must  provide learners with the opportunity to: a) interact with sensory data, and b)  construct their own world. ⁵
  • Learning is a social activity: our learning is intimately associated with our  connection with other human beings, our teachers, our peers, our family as well  as casual acquaintances, including the people before us or next to us at the  exhibit. We are more likely to be successful in our efforts to educate if we  recognize this principle rather than try to avoid it. Much of traditional  education, as Dewey pointed out, is directed towards isolating the learner from  all social interaction, and towards seeing education as a one-on-one  relationship between the learner and the objective material to be learned. In  contrast, progressive education (to continue to use Dewey's formulation)  recognizes the social aspect of learning and uses conversation, interaction with  others, and the application of knowledge as an integral aspect of learning.  ¹¹
  • Learning is contextual: we do not learn isolated facts and theories in some  abstract ethereal land of the mind separate from the rest of our lives: we learn  in relationship to what else we know, what we believe, our prejudices and our  fears. ¹² On reflection, it becomes clear that this point is actually  a corollary of the idea that learning is active and social. We cannot divorce  our learning from our lives. ¹³

  5 more annotations...

• 06 Sep 08
  

  Nicholas Kapetanis
  • learner needs to do something; that learning is not the passive acceptance of knowledge
  • hat are some guiding principles of constructivist thinking
• 

  Michele Bond

  Don't make things harder than they need to be.
  

  learning education theories research constructivist pedagogy

• 12 May 08
  

  Reading Foreign Language Teachers

  learning museums constructivism constructivist

• 04 Jan 08
  

  Bill McAninch

  constructivism education

• 26 Oct 07
  

  James Shin-Gay

  constructivist Constructivism education

• 07 Oct 07
  

  Karen LaBonte

  theory-learning

• 06 Jul 07
  

  Bill Campbell

  "What is constructivism, what does it have to tell us that is new and relevant, and how do we apply it to our work?"

  education constructivist learning lmc learning_theory imported-Delicious-07July2011

• 30 May 07
  

  dmbe11

  learning theory links research

• 30 Dec 06
  

  Erin the Librarian
• 27 Nov 06
  

  jkrauss

  Good definition of principles of learning backed with references - Dewey, Piaget, Resnick, etc.
  

  pbl reinventingpbl professional-learning-communities

• 29 Aug 06
  

  Daniel Kirk

  education

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