Constructivism

715 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
715
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Constructivism

  1. 1. Constructivism Theoretical Foundations INTC 5110 Fall 2010
  2. 2. Definitions <ul><li>An epistemology (belief about knowledge) which holds knowledge is based upon personal interpretation of experiences </li></ul><ul><li>A learning philosophy which places greater emphasis on learner responsibility to learn (vs. instructor) </li></ul><ul><li>Learning is a process of the individual “making meaning” </li></ul>- Jonassen, D.H., Peck, K.C., & Wilson, B.G. (1999). Learning with Technology: A Constructivist Perspective . Upper Saddle River, NJ: Merrill/Prentice Hall
  3. 3. Assumptions <ul><li>Knowledge is constructed (not taught or transmitted </li></ul><ul><ul><li>Teaching is helping learners construct meaning </li></ul></ul><ul><li>Knowledge construction results from activity - knowledge is embedded in activity </li></ul><ul><ul><li>Knowledge is context-dependent </li></ul></ul><ul><ul><li>Ideas linked to contexts in which they are learned </li></ul></ul><ul><ul><li>Ideas learned when applied in a meaningful context </li></ul></ul><ul><li>Reality is in the mind of the knower </li></ul><ul><ul><li>Knowledge not an external object to be acquired </li></ul></ul><ul><ul><li>Knowledge is internal and unique for each person </li></ul></ul><ul><ul><li>Knowledge involves personal interpretation </li></ul></ul>- Jonassen, D.H., Peck, K.C., & Wilson, B.G. (1999). Learning with Technology: A Constructivist Perspective . Upper Saddle River, NJ: Merrill/Prentice Hall
  4. 4. Assumptions <ul><li>There are multiple perspectives on any given topic </li></ul><ul><li>Meaning making is prompted by personal ownership of a problem, question, etc. </li></ul><ul><ul><li>Active and purposeful seeking of information in order to solve the problem, answer the question - equilibration </li></ul></ul><ul><li>Knowledge requires representation </li></ul><ul><ul><li>Learners need to not only make meaning, but also communicate it in order to complete the learning process (use constructed knowledge) </li></ul></ul><ul><li>Meanings can be shared </li></ul><ul><ul><li>Negotiation between individuals </li></ul></ul><ul><ul><li>Constructing shared meanings through conversation </li></ul></ul>- Jonassen, D.H., Peck, K.C., & Wilson, B.G. (1999). Learning with Technology: A Constructivist Perspective . Upper Saddle River, NJ: Merrill/Prentice Hall
  5. 5. Assumptions <ul><li>Meaning making is community/culturally influenced </li></ul><ul><ul><li>Our knowledge is influenced by the community we live/work within </li></ul></ul><ul><ul><li>Knowledge is distributed throughout the community </li></ul></ul><ul><ul><li>Rely on others to help us accomplish tasks </li></ul></ul><ul><li>Not all meaning is equal </li></ul><ul><ul><li>Community and social construction of shared meanings tests validity of personal constructions </li></ul></ul><ul><ul><li>Constructivism is not equal to relativism </li></ul></ul>- Jonassen, D.H., Peck, K.C., & Wilson, B.G. (1999). Learning with Technology: A Constructivist Perspective . Upper Saddle River, NJ: Merrill/Prentice Hall
  6. 6. Paradigm Comparison <ul><li>Objectivist </li></ul><ul><ul><li>Knowledge is structured within the real world - not open to interpretation </li></ul></ul><ul><ul><li>Goal of instruction is for learner to acquire that structure accurately </li></ul></ul><ul><ul><li>Active learning = paying closer attention </li></ul></ul><ul><ul><li>Assessment of learning must be objective as well </li></ul></ul><ul><li>Constructivist </li></ul><ul><ul><li>Knowledge is our interpretation of the world we experience </li></ul></ul><ul><ul><li>Goal of instruction is to aid in process of making meaning from experiences </li></ul></ul><ul><ul><li>Active learning = learner engagement in personal construction of knowledge </li></ul></ul><ul><ul><li>Assessment must be done in context in which information was learned </li></ul></ul>
  7. 7. Implications <ul><li>Focus on knowledge domain as opposed to skills/content acquisition </li></ul><ul><li>Focus on application of knowledge in a real-world context </li></ul><ul><li>Focus on individual learner as opposed to ideal learner </li></ul><ul><li>No concrete pre-specification of goals and objectives - these emerge from learner involvement with task </li></ul><ul><li>Allowance for multiple perspectives and inherent complexity of domain </li></ul><ul><li>Need for scaffolding for learners to cope with increased responsibility </li></ul><ul><li>Constructivism is not simply another instructional strategy </li></ul>
  8. 8. Role of Technology <ul><li>Technology is a tool for: </li></ul><ul><ul><li>constructing and representing meaning through production (Symbol Pads) </li></ul></ul><ul><ul><li>vehicle for information exploration by accessing information and comparison of perspectives (Information Banks, Phenomenaria) </li></ul></ul><ul><ul><li>learning-by-doing by providing simulations, problems, stories, etc. (Construction Kits, Phenomenaria) </li></ul></ul><ul><ul><li>social construction through technology based communication </li></ul></ul><ul><ul><li>intellectual “partner” (Mindtool) to help organize and represent knowledge (Task Managers) </li></ul></ul><ul><li>A model for such activity </li></ul>

×