This document provides an overview of constructivism in science education. It discusses several foundational theorists in constructivism including Piaget, Vygotsky, Bruner, Dewey, and the 5E model. Key points covered include Piaget's stages of cognitive development, Vygotsky's zone of proximal development and scaffolding, Bruner's modes of representation, and Dewey's emphasis on hands-on, progressive education. The document also contrasts traditional vs. constructivist classrooms and outlines the five principles of a constructivist pedagogy.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
CHEM Study and CBA : Salient features, merits and demeritsADITYA ARYA
CHEM study.
Chem study originated in 1960 at United States J.A Campbell was the project Director.
Chem Study employs inductive approach in which practical work precedes theory. The
main objectives of the course are
1) To diminish the separation between Scientist and teachers in the understanding of
Science.
2) To stimulate and prepare those high school students who planned to continue the
study of Chemistry in College in preparation for a professional career.
The materials produced under this project consists of a text, laboratory manual ,
teachers guide, two self instruction programmes two series of achievement tests,
26 basic films and 27 teacher training films.
Chemical Bond Approach (CBA)
CBA course was originated in 1959. Lawrence Strong was the founder of this
project. In CBA theory precedes practical work, ie, it is deductive in approach.
Important texts are Chemical system and investigating Chemical system. The concept of
bonding forms the central theme in C.B.A. The whole course is planned in such a
manner that experiments suggest the ideas to be tested and ideas to be tested suggest the
experiments to be setup.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
The science which deals with the study of living objects is called Biology. Thus the subject involves the studies of all kinds of micro-organisms, plants and animals. Biology is related to mankind ever since the origin of man, therefore this branch of science stands first in order of studies as compared to other branches of science. Ever since the origin of life man is eager to know about various phenomenon of life processes such as health and disease, birth, growth and death. However, man depends on plants and animals for food, shelter and clothing which are immediate needs of life, come from Biology. Perhaps it was the elementary need of man to know about the living beings, so that maximum benefits can be drawn out of them. Though biology involves study of life, but now a days it is mostly centralised with the study of agriculture, animal husbandry, health and microbiology and related branches. Today study of any branch of science is not possible in isolation as it also involves principles of physics, chemistry and various other branches.
Concept mapping was developed by Joseph D. Novak in 1960s.
Concept map is a visual illustration displaying the organization of concepts and outlining the relationship among or between these concepts. (Hoffman and Novak 2003)
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
The science which deals with the study of living objects is called Biology. Thus the subject involves the studies of all kinds of micro-organisms, plants and animals. Biology is related to mankind ever since the origin of man, therefore this branch of science stands first in order of studies as compared to other branches of science. Ever since the origin of life man is eager to know about various phenomenon of life processes such as health and disease, birth, growth and death. However, man depends on plants and animals for food, shelter and clothing which are immediate needs of life, come from Biology. Perhaps it was the elementary need of man to know about the living beings, so that maximum benefits can be drawn out of them. Though biology involves study of life, but now a days it is mostly centralised with the study of agriculture, animal husbandry, health and microbiology and related branches. Today study of any branch of science is not possible in isolation as it also involves principles of physics, chemistry and various other branches.
Concept mapping was developed by Joseph D. Novak in 1960s.
Concept map is a visual illustration displaying the organization of concepts and outlining the relationship among or between these concepts. (Hoffman and Novak 2003)
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This presentation was made by my group during our class presenatation for the course Pshycology in learning. The content is taken from internet, books and other materials
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. • I hear and I forget. I see and I remember. I do
and I understand.
Confucius A Chinese Philosopher
3.
4. Constructivism
Constructivism is a philosophy of learning
founded on the premise that
• By reflecting on our experiences
• We construct our own understanding of the
world we live in
• Each of us generates our own “rules” and
“mental models,”
• Which we use to make sense of our
experiences
5. Constructivism In Different Perception
• Constructivism is a theory that equates learning
with creating meaning from experience (Bednar
et al., 1991).
• Constructivists believe that the mind filters input
from the world to produce its own unique reality
(Jonassen, 1991a).
• Constructivism is the philosophical and scientific
position that knowledge arises through a process
of active construction." (Mascolol & Fischer,
2005) "
6. • . Learning is a search for meaning. Therefore, learning must start
with the issues around which students are actively trying to
construct meaning.
• 2. Meaning requires understanding wholes as well as parts. And
parts must be understood in the context of wholes. Therefore, the
learning process focuses on primary concepts, not isolated facts.
• 3. In order to teach well, we must understand the mental models
that students use to perceive the world and the assumptions they
make to support those models.
• 4. The purpose of learning is for an individual to construct his or her
own meaning, not just memorize the “right” answers and
regurgitate someone else’s meaning. Since education is inherently
interdisciplinary, the only valuable way to measure learning is to
make the assessment part of the learning process, ensuring it
provides students with information on the quality of their learning.
7.
8. Two types of constructivism:
1. Social Constructivism
2. Psychological Constructivism
11. Constructivist Learning Theory
•Learning begins with what the student brings
to the table (knowledge, attitudes, interests)
•Learning results from the interaction between
these characteristics and experience: we
construct understanding from the inside
12. Some Differences Between Traditional and
Constructivist Classrooms
Traditional Approach
1. The primary emphasis is on
developing basic skills and
building understanding from
the “bottom up.”
2. Classroom activities are usually
based on textbooks and
workbooks.
3. Students are viewed as passive
recipients of information
supplied by the teacher-expert.
4. Teachers are viewed as experts,
providing information to
students on predetermined
topics.
Constructivist Approach
1. The primary emphasis is on the
“big ideas” and developing
understanding from the “top
down.”
2. Classroom activities are usually
based on primary data sources and
manipulation of materials.
3. Students are viewed as active
knowledge seekers, creating their
own personal understandings of
information.
4. Teachers are viewed as guides for
learning, assisting as students
develop and answer their own
questions on topics and/or
activities of interest to the
student.
13. Some Differences Between Traditional
and
Constructivist Classrooms
5. A limited number of
correct answers exist and
are accepted.
6. Students often work
individually on teacher-
developed assignments.
7. Assessment is usually
done separately from
instruction, often taking
the form of objective
tests.
5. Students’ hypotheses,
questions, and views are
accepted and used to guide
further learning.
6. Students often work
collaboratively on projects of
their own design.
7. Assessment is usually
incorporated into the learning
process, often taking the form
of teacher observations,
student performances or
exhibitions of projects, and/or
student self-assessments.
14. The 5 Principles of a Constructivist
Pedagogy
• Posing problems of emerging relevance to
learners
• Structuring learning around primary concepts
• Seeking and valuing students’ points-of-view
• Adapting curriculum to address students’
suppositions
• Assessing student learning in the context of
teaching
17. INTRODUCTION OF THEORY
• Constructivism
• Standard theory
• Piaget’s observed own children
• Identified four stages of mental development
• Concept of schemas
18. Four Stages Of Jean Piaget
1
• Sensorimotor Stage
(birth-2years old)
2
• Preoperational Stage (2-
7years old)
3
• Concrete operational
Stage (7-11years old)
Formal Operational Stage
(11-onwards)4
19. Sensorimotor Stage (birth-2years old)
• Use of motor activity
• No use of symbols
• Limited Knowledge
• Based on physical interactions and experiences
• Infants cannot predict reaction
• Constantly experiment and learn through trial
and error
• Early language development
• Object permanence
21. Preoperational Stage (2-7years old)
• Begin to use language
• Memory and imagination develop.
• Engage in make believe
• Understand and express relationships between
the past and the future.
• More complex concepts, such as cause and effect
Relationships have not been learned.
• Intelligence is egocentric and intuitive not logical.
24. Concrete operational Stage
(7-11years old)
• Intellectual development
• Use of logical and systematic manipulation of
symbols
• Symbols related to concrete objects
• Thinking becomes less egocentric
• Increased awareness of external events
• Involves concrete references
26. Formal Operational Stage
(11-onwards)
• Adolescents and adults use symbols related to
abstract concepts.
• Think about multiple variables in systematic
ways,
• Formulate hypotheses
• Think about abstract relationships and
concepts.
28. Piaget’s adaptation theory
• Three processes work together from birth to
propel development forward:
• Assimilation
• Accommodation
• Equilibration
29. Schema
• Child builds cognitive structures
• Mental “maps,” schemes
• Networked concepts for understanding
• Respond to physical experiences
• Reconstructed
• Difficulty occurs changing their mental
schema
32. Main points
• Russian psychologist
• Sociocultural theory
• Mental development of children including
how they play and speak
• Connection between thought and language.
33. Three crucial concepts
• Vygotsky’s theory includes three crucial
concepts connected to each other:
• The connection between language and the
cognitive development of children
• The concept of internalization
Scaffolding
• Zone of proximal learning
35. Comparison chart
Piaget theory Vygotsky theory
Cognitive development is a product of social
transmission
Cognitive development is a product of social
interaction
Claims that the development of thinking and
language can be traced back to actions,
perceptions and imitations by little children
Claims that there is a strong connection
between learning language and the
development of thinking
Does not include mentor in observations on
cognitive development
Highlights the role of a mentor in cognitive
development
Shows preference for learning potential of an
individual
Is well-applied to teaching strategies
36. Jerome Bruner
• Psychologist
• Focused on cognitive psychology
• Cognitive development of children
• Mind organization and categorization of information
• Piaget's theories played a large role in his initial
studies.
• Serves to mediate between environmental stimuli and
the individual's response
• To Bruner, important outcomes of learning include not
just the concepts, categories, and problem-solving
procedures invented previously by the culture, but also
the ability to "invent" these things for oneself.
37. Three modes of representation
• Jerome Bruner proposed three modes of
representation:
• Enactive representation (action-based)
• Iconic representation (image-based)
• Symbolic representation (language-based)
41. David Ausubel
• Understanding through deductive reasoning
• Meaningful learning as opposed to rote
memorization
• What the learner already knows
• Advance organizers
• Comparative Organizers
42. BRUNER AGREES WITH PIAGET BRUNER DISAGREES WITH PIAGET
1. Children are PRE-ADAPTED to learning
1. Development is a CONTINUOUS PROCESS – not
a series of stages
2. Children have a NATURAL CURIOSITY
2. The development of LANGUAGE is a cause not
a consequence of cognitive development
3. Children’s COGNITIVE STRUCTURES develop
over time
3. You can SPEED-UP cognitive development. You
don’t have to wait for the child to be ready
4. Children are ACTIVE participants in the learning
process
4. The involvement of ADULTS and MORE
KNOWLEDGEABLE PEERS makes a big difference
5. Cognitive development entails the acquisition
of SYMBOLS
5. Symbolic thought does NOT REPLACE EARLIER
MODES OF REPRESENTATION
45. 5E MODEL
• Useful and meaningful.
• Comparing new information to previous ideas
• Constructing new understandings
• Changing minds about how the world works
• Apply what they have learned to new
situations
• Check the completeness of their
understanding evaluate their own learning
46. Phases of 5E’s model
• Engage
• Explore
• Explain
• Elaborate
• Evaluate
47. Engage:
• Make connections between past and
present learning experiences
• Anticipate activities and focus students'
thinking on the learning outcomes of
current activities.
• Students should become mentally
engaged in the concept, process, or skill
to be learned.
48. Explore:
• Common base of experiences
• Identify and develop concepts, processes, and
skills
• Students actively explore their environment
or manipulate materials
49. Explain:
• Explain the concepts they have been exploring
• Opportunities to verbalize their conceptual
understanding
• Demonstrate new skills or behaviors
• Opportunities for teachers to introduce
formal terms, definitions, and explanations
for concepts, processes, skills, or behaviors
50. Elaborate
• Conceptual understanding
• Practice skills and behaviors
• New experiences
• Develop deeper and broader understanding of
major concepts
• Obtain more information about areas of
interest, and refine their skills.
51. Evaluate
• Encourages learners to assess their
understanding and abilities
• Lets teachers evaluate students understanding
of key concepts and skill development
54. The Views of John Dewey
The views of john Dewey
• Progressive education
• Hands-on approach
• Educational philosophy of pragmatism
• Teachers and students must learn together
• Child-centered approach
• Interdisciplinary curriculum
