Constructivism
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The document discusses constructivist design theory. It notes that constructivism has two main orientations: individual constructivism which emphasizes individual meaning-making, and social constructivism which highlights the role of social interactions in knowledge development. The most effective learning occurs when people actively derive meaning from their experiences and context. Constructivist design focuses on interactive and collaborative learning, scaffolding, problem-based learning, authentic learning activities, and learner control.
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Constructivism
This document outlines the theoretical foundations of constructivism as a learning philosophy. It defines constructivism as an epistemology where knowledge is based on personal interpretation of experiences. The key assumptions are that knowledge is constructed by learners rather than transmitted, is context-dependent, and involves unique interpretations. Constructivism views learning as an active process where learners make meaning and share meanings through social interaction and negotiation. Technology can support constructivist learning by allowing learners to construct and represent meaning, explore information from multiple perspectives, learn through simulations and problems, and socially construct knowledge.
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The document discusses cognitive constructivism theory, which is based on Piaget's view that learning involves actively constructing new knowledge rather than passively receiving information. According to cognitive constructivism, learning occurs as individuals build their own understanding by assimilating new experiences into existing cognitive schemas through active thinking and problem solving. Effective teaching provides experiences for students to engage in discovery learning and accommodate new information into their existing knowledge framework.
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Constructivsm vs Constructionism
Piaget's constructivism argues that learning is an active process where individuals construct new knowledge from experiences through processes of assimilation and accommodation. The role of the teacher is as a facilitator who supports developmentally-appropriate, learner-initiated learning. Papert's constructionism builds on Piaget's ideas and sees learning as an active process where students construct mental models through creative experimentation and making social objects. The teacher takes a mediating role and stresses the importance of tools, media, and context in how knowledge is formed and transformed.
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Social Constructivism
Social constructivism holds that knowledge is constructed through social interaction and negotiation with others. In a social constructivist classroom, the focus shifts from the teacher to the students, who are actively involved in their own learning process rather than passively receiving knowledge from the teacher. Instruction moves from whole-class lectures to small group work, with the teacher facilitating learning rather than lecturing. Students engage with each other and learn to work together to build knowledge. Implementation strategies include shifting students beyond their current understanding through support and scaffolding, using tools like Bubble Us for brainstorming and online collaborative spaces like wikis for sharing and extending ideas.
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Constructionism
Constructionism is a learning theory where knowledge is constructed through building external artifacts. It is based on constructivism and views learning as actively building models and theories of the world. Constructionism was developed by Seymour Papert, who believed that learning occurs most effectively when people are engaged in constructing personally meaningful artifacts. Through building complex objects or systems, students face problems they must solve, which motivates learning. Constructionism emphasizes learning through designing and making things in collaboration with others.
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Connectivism
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The document discusses the theory of constructivism, which posits that people actively construct knowledge through experiences and mental reflection. It describes the contributions of theorists like Piaget, Bruner, Vygotsky, and Dewey to the development of constructivism. Key aspects of constructivism highlighted include that learning is an active process, knowledge construction is individual and influenced by experience and culture, and teachers act as guides to help students build understanding.
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Social Development Theory was developed by Soviet psychologist Lev Vygotsky. He believed that social interaction and culture play a key role in cognitive development. Vygotsky focused on how language and interactions with more knowledgeable others in a child's zone of proximal development can aid learning. Some strategies that implement his ideas include scaffolding, reciprocal teaching, and guided instruction where students work together and share problem solving approaches. While it is not specific to any subject, Social Development Theory emphasizes how social and cultural experiences shape thinking skills and understanding through interactions between peers and more experienced individuals.
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that knowledge is constructed through social interactions and discussions with others. It emphasizes that learning occurs not through transmission from experts but through collaboration. The key dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
UU KDRT
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Social Constructivism emphasizes that knowledge is socially constructed through human interactions and culture. It is based on three main assumptions: that knowledge is a product of human interactions, knowledge is socially and culturally influenced, and learning is a social activity. Key theorists who contributed to social constructivism include Vygotsky, Piaget, Leont'ev, Bruner, and Engestrom. Central concepts include the zone of proximal development and the role of more knowledgeable others in scaffolding learning.
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1. The document discusses social constructivist approaches to learning and development, comparing the theories of Piaget and Vygotsky. Vygotsky emphasized social contexts and mutual construction of knowledge, whereas Piaget focused more on individual cognitive development.
2. A key difference is that Vygotsky saw cognitive development as socially mediated, with learning occurring through interaction before development. In contrast, Piaget believed development must precede learning.
3. The concept of the Zone of Proximal Development describes what a learner can do with guidance compared to independently. Scaffolding refers to how teachers guide learning through focused questions and interactions.
Social constructivism(sc)24v1
Social constructivism is a theory of learning that says knowledge is constructed through social interaction and collaboration. It emphasizes active learning where students work together to solve problems. According to this theory, knowledge arises through discourse, negotiation, and shared understanding between learners interacting within a community. The document then provides examples of how social constructivist principles can be implemented through tools like gaming modules, social media, and simulations to create collaborative learning environments.
Constructionism
Constructionism is a learning theory where knowledge is constructed through building external artifacts. It is based on constructivism and views learning as actively building models and theories of the world. Constructionism was developed by Seymour Papert, who believed that learning occurs most effectively when people are engaged in constructing personally meaningful artifacts. Through building complex objects or systems, students face problems they must solve, which motivates learning. Constructionism emphasizes learning through designing and making things in collaboration with others.
Advantages, Disadvantages, and Applications of Constructivism
In the space of a month, I went from not knowing what constructivism is to producing this term paper for a course taken in '08. Advantages and limitations of constructivist theory are surveyed, moderation is endorsed, and a short lesson plan for high school chemistry is included. For an essay written for the same course after viewing "A Private Universe and a couple of lesson plans, please visit http://assumetheopposite.com/Articles.html
Social constructivism
Social constructivism is a theory of learning developed by Lev Vygotsky that emphasizes how cultural and social contexts shape cognitive development. According to this view, adults such as parents and teachers help children acquire the tools of culture, including language, that promote intellectual growth. Social constructivist classroom activities involve collaborative learning, situated learning through problem-solving and simulations, and whole language approaches that build on students' existing knowledge.
Constructivism 12
Jonassen proposed eight characteristics that differentiate constructivist learning environments which are supported by both cognitive and social constructivism. However, cognitive and social constructivism emphasize these characteristics differently, with social constructivism placing more emphasis on collaborative knowledge construction through social negotiation. The eight characteristics include providing multiple representations of reality, emphasizing knowledge construction over reproduction, using authentic tasks in meaningful contexts, and enabling context-dependent and socially constructed knowledge.
Topic 2A: Great Minds of Educators
This document discusses the historical roots of integrated and interactive curriculum. It examines several influential educational leaders from the past, including John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Howard Gardner, Elliot Eisner, and Jerome Bruner. For each leader, it provides a brief overview of their educational philosophies and influence on modern teaching. Students will then be assigned to one of these leaders and asked to create a digital presentation that interviews or profiles their assigned thinker.
Social constructivism with voice over
Social constructivism emphasizes the importance of culture and social context in cognitive development. Teachers act as facilitators who guide students through collaboration and real-life experiences to construct knowledge, rather than simply telling students information. Effective strategies for social constructivism in the classroom include reciprocal questioning, jigsaw classroom activities, structured controversies, and technology that enables interactivity, collaborative writing, and feedback from a real audience.
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Constructivism is a learning theory developed by psychologists including Piaget, Bruner, Vygotsky, and Dewey. It proposes that people build their understanding of concepts over time through experiences and interactions with their surroundings. By this view, learning involves constructing one's own knowledge instead of just receiving information. Constructivism also holds that as people age and develop, their ways of thinking and learning change through experience. In a classroom, teachers aim to support students in understanding concepts and becoming expert learners, while students explore and discover new information with guidance from teachers.
social constructivism
Social constructivism is a theory developed by Lev Vygotsky that asserts social learning precedes development. Vygotsky believed that social interaction and communication with more knowledgeable others helps children develop new cognitive structures called the Zone of Proximal Development. According to Vygotsky, learning occurs through social interaction and communication first on an interpersonal level then on an intrapersonal level. Vygotsky's theory emphasizes that social learning should involve collaboration between students and teachers to actively construct meaning.
Social development theory
The Social Development Theory argues that social interaction precedes development and causes cognitive development. It was developed by Lev Vygotsky, who stated that learning occurs in the Zone of Proximal Development, with guidance from a More Knowledgeable Other such as a teacher. According to the theory, teachers should first have students work collaboratively to learn a new concept before working independently, mimicking the social-then-individual process of development.
Connectivism
Connectivism is a learning theory developed for the digital age that asserts knowledge is distributed across networks and that learning occurs through connections within networks. It builds upon behaviorism, cognitivism, and constructivism. According to connectivism, learning involves connecting specialized information sources, nurturing and maintaining connections, and the ability to see connections between fields, ideas and concepts. Connectivism supports online and blended learning by facilitating asynchronous and synchronous connections between learners and information networks. Critics argue it is not truly a learning theory and is an extension of constructivism, while proponents believe it addresses learning in a digital context in a way previous theories did not.
Learning theory - Constructivism
Constructivism is a learning theory developed by psychologists including Piaget, Bruner, Vygotsky, and Dewey. It proposes that people build their understanding of concepts over time through experiences and interactions with their surroundings. By definition, constructivism involves the learner constructing much of what they learn and comprehend. As people age, their way of thinking changes through experience, making topics they previously struggled with easier to understand. In a constructivist classroom, the student explores and the teacher acts as a guide to help students reach their learning goals and become expert learners.
Learning Theory - Constructivism
The document discusses the constructivist learning theory. Constructivism posits that students learn by actively constructing their own understanding through experiences and interactions. Key theorists discussed include Piaget, who saw learning as stages of cognitive development, Bruner, who emphasized discovery-based learning, and Vygotsky, who stressed social learning and scaffolding learning within a student's zone of proximal development. The document outlines implications for constructivist classrooms, including encouraging student exploration, inquiry, and critical thinking with or without technology tools.
Connectivism learning theory
Connectivism is a learning theory developed for the digital age that emphasizes learning as a process of forming connections between ideas and information sources. The theory proposes that knowledge is distributed across networks and that learning occurs through making connections between nodes of information. According to connectivism, the ability to see connections between fields and ideas is a core skill, and learning involves decision-making as a process. In the classroom, connectivism promotes collaborative and discussion-based learning that allows students to make choices and draw on diverse perspectives to solve problems and make sense of information.
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Constructivism pp
The document discusses the theory of constructivism, which posits that people actively construct knowledge through experiences and mental reflection. It describes the contributions of theorists like Piaget, Bruner, Vygotsky, and Dewey to the development of constructivism. Key aspects of constructivism highlighted include that learning is an active process, knowledge construction is individual and influenced by experience and culture, and teachers act as guides to help students build understanding.
Vygotsky / Constructivist Theory
Social Development Theory was developed by Soviet psychologist Lev Vygotsky. He believed that social interaction and culture play a key role in cognitive development. Vygotsky focused on how language and interactions with more knowledgeable others in a child's zone of proximal development can aid learning. Some strategies that implement his ideas include scaffolding, reciprocal teaching, and guided instruction where students work together and share problem solving approaches. While it is not specific to any subject, Social Development Theory emphasizes how social and cultural experiences shape thinking skills and understanding through interactions between peers and more experienced individuals.
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that knowledge is constructed through social interactions and discussions with others. It emphasizes that learning occurs not through transmission from experts but through collaboration. The key dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
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UU KDRT
Undang-undang Nomor 23 Tahun 2004 mengatur tentang penghapusan kekerasan dalam rumah tangga. Dokumen ini membahas ketentuan pidana untuk tindakan kekerasan fisik, psikis, seksual, dan penelantaran anggota keluarga dengan sanksi berupa pidana penjara dan denda. Kekerasan dalam rumah tangga diatur sebagai tindak pidana yang dapat diadukan kepada pihak berwajib.
Constructivism : Knowledge Construction/Concept Learning
Constructivism focuses on how learners actively construct knowledge through experiences and interactions with their environment. There are two views of constructivism: individual constructivism which emphasizes internal knowledge construction by individuals, and social constructivism which views knowledge as constructed socially and shared with others. Constructivism is characterized by learners constructing their own understanding, new learning building on prior knowledge, social interaction facilitating learning, and meaningful learning occurring through authentic tasks. Concepts are organized knowledge and can be represented as feature lists, prototypes, or exemplars to effectively teach concepts. Constructivism in teaching aims to give learners in-depth understanding through varied examples, opportunities for experimentation and interaction, hands-on activities, and relating topics to
Constructivism: Knowledge Construction / Concept Learning
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
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Constructivist learning theory suggests that people learn by attaching new knowledge to existing ideas through interactions and experiences rather than repetition. The annotated bibliography examines how constructivism applies to digital learning. Several sources discuss how constructivist principles promote active learning, inquiry, problem-solving and collaboration using technologies like computer-mediated communication. Constructivism sees the teacher as a guide helping students make their own connections, rather than a presenter of information.
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C:\Fakepath\Webinarl
The document discusses various theories of learning including constructivism and social learning theory. Constructivism proposes that individuals actively construct knowledge through integrating new information with prior knowledge. Social learning theory emphasizes the importance of social interactions and observing others in the development of knowledge. The document provides definitions and examples of different perspectives within constructivism such as inquiry learning, schema theory, and sociocultural theory, as well as examples of social learning theory such as transactional reading response and metacognition.
The collective construction of Knowledge - report
This study investigated how 7th grade students' mathematical understanding of probability developed through their participation in different social configurations within a computer-mediated classroom. The researcher examined how whole-class discussions and local investigations using a computer simulation collectively contributed to the students' probabilistic reasoning. Through two case studies, the researcher found that students' mathematical practices developed both for individual cognitive purposes and social communicative purposes of resolving disputes. The analysis showed how different social configurations built upon each other to shape individual learning and foster a shared understanding of probability within the classroom community.
Connectivism: social networked learning
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TI dalam PTK Bab 2
The document discusses how ICT can support collaborative creativity in modern schools. It makes three key points:
1. ICT tools like videoconferencing and web 2.0 applications allow students to collaboratively create, share, and build knowledge from remote locations in real time. This encourages a participatory culture of sharing ideas.
2. The ODYSSEUS program used ICT tools to have primary students from different schools collaboratively design and implement creative activities together remotely. Four stages of the process are outlined.
3. ICT supports collaborative creativity by enabling problem solving, sharing creative works, and social interaction between students. This helps students develop important skills for the knowledge society.
Learning from cognitive development to identity development
Webinar for third year undergraduates studying educational psychology. The aims are to make connections between many of the concepts and contemporary contexts we have discussed, recognise that theory is open to reinterpretation and have a go a developing theory, complexities of learning and teaching. Move from cognitive understanding of learning to a social constructivist understanding of learning. Feedback much appreciated:)
Correction on slide 14 - epistemology "how can we know", ontology "what can we know"
Connectivism
This document introduces the theory of connectivism as a new learning theory for the digital age. It summarizes that previous learning theories like behaviorism, cognitivism, and constructivism were developed before technology significantly impacted learning. Connectivism incorporates principles of networking, complexity theory, chaos theory, and self-organization and sees learning as a process that occurs within shifting environments, not under individual control. It proposes that the ability to recognize connections between fields and ideas is a core skill and that maintaining connections is needed for continual learning.
Constructivism a Methodical Learning Approach
Constructivism is a valid teaching strategy that employs five basic “Es” that is ‘engagement’, ‘exploration’, ‘explanation’, ‘elaboration’, and ‘evaluation’. Educators prime duty to facilitate learning opportunities for students. In fact, a great facilitator who handles the 21st century global learners should be wise enough to facilitates learning in the class considering the pressure of 21st century learner’s smartness, who operates very sophisticated software and apps but least interested in classroom learning.
Shared Epistemic Agency
This document discusses shared epistemic agency (SEA) in online collaborative learning. SEA refers to a group's ability to intentionally engage in sustained collaboration to create new shared knowledge. Key aspects of SEA include epistemic actions like identifying problems and creating shared understanding, and regulative actions like planning and monitoring progress. The document suggests instructional strategies to support SEA, such as having student groups establish expectations and review their understanding through metacognitive conversations. It also describes a proposed online nursing course that aims to incorporate SEA through a wiki shared knowledge object and student contracting and reflection activities.
What is learning?
The document discusses various theories of learning, including behaviorism, cognitive constructivism, and social constructivism. Behaviorism views learning as the acquisition of behaviors through conditioning and reinforcement, while cognitive constructivism sees learning as an active process of constructing knowledge based on experiences. Social constructivism, influenced by Vygotsky, emphasizes that social and cultural contexts are essential for learning and cognitive development, and that learning occurs through social interactions. The zone of proximal development and communities of practice are also discussed as frameworks for understanding learning.
Educational Technology And Assessment
The document discusses educational technology and assessment. It explains that many students learn most effectively through active knowledge construction during social interaction and collaboration. Approaches that incorporate social learning principles include acknowledging multiple perspectives, providing realistic contexts, giving students a sense of ownership and voice, and recognizing different modes of representation and metacognition. Social constructivism, social learning, collaborative learning, and aggregated learning are approaches that are grounded in social constructivist learning theory. The document also notes that the web is increasingly allowing individuals to directly publish and share information, supporting social learning models.
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Constructivism
- 2. Page Key Principles Learning results from a personal interpretation of experience. 1 Learning results from an exploration of multiple perspectives 3 Learning is an active process occurring in realistic and relevant situations. 2
- 3. Page Philosophy Orientation Constructivism ‘s implied subjectivity reflects some elements of humanism. Constructivism is a philosophy itself Constructivism also reflects principles of rationalism...reasoning
- 5. Page Theoretical Foundations John Dewey Lev Vygosky Ernst von Glasersfled Jean Piaget
- 6. Page Analysis of Environment,Problems and Individual learner s Goal-Free and Open-Ended Assessment Learning Environments (Computer- Supported Collaborative Learning, Social Networking Learning Communities) ID Applications Instructional Strategies(Cognitive Apprenticeship, Problem-Based Learning, Scaffolding Collaboration) Instructional Design Applications
- 7. Page AjSuE PrEsEnTaTiOn Arrow Chart 4 Cognitive Apprenticeships (e.g. Dennen, 2004) Problem-Based Learning (e.g Albanese&Mitchell,1993;Gijbels et.al.,2005 Scaffolding (e.g.Cho&Jonassen,2002; Davis & Linn,2000; Land&Hannafin,1997; Saye&Brush,2002; Simons&Klein,2007) Computer-Mediated Collaboration ( Johnson & Johnson, 2004; Scardamalia &Bereiter,1996; Uribe et al.,2003) This is a placeholder text.
- 8. Page Related Concepts Individual Constructivism Anchored Support Learning Community Situated Cognition Social Constructivism Anchored Support Knowledge Construction
- 10. Page Distributed Cognition Knowledge Construction Learners Characteristics (beliefs and attitudes self-knowledge, self-reflective skills. Learners and Learning Process
- 11. Page CONSTRUCTI VIST DESIGN THEORY Learning and Performance Contexts Computer-Supported Collaborative Learning Environments Learning Environments (rich,authentic) Social Networking Learning Communities
- 12. Page Content Structure and Sequence Learners-Controlled Instructional Sequence
- 14. Page Computer Supported Collaborative Learning Social Networking Tools Electronic Collaborative Tools Media and Delivery Systems
- 15. Page Recommended Link For PowerPoint 97-2010 http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Constructivism http://www.learningandteaching.info/learning/piaget.htm
- 16. Page Analysis (Context,individual learners,problems) Designer and Design Pr ocess Assessment and Evaluation ( accept multiple perspectives,goal-free assessment, open-ended assessment) Design and Development ( general goal related to authentic tasks,participatory, recursive,reflective strategy and media selection)
- 17. Page AjSuE PrEsEnTaTiOn Individual constructivists believe: Knowledge is constructed from experience. Learning results from a personal interpretation of knowledge. Learning is an active process in which meaning is developed on the basis of experience