Constructivism
•
5 likes•1,525 views
This is an outlined discussion of Constructivism which could serve as a review material to BSEd and BEEd students.
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Constructivism
Similar to Constructivism (20)
More from Christine May Petajen-Brillantes
More from Christine May Petajen-Brillantes (18)
Recently uploaded
Recently uploaded (20)
Constructivism
- 2. CONSTRUCTIVISM: Knowledge Construction/Concept Learning Outline of the Report: I. Concept of Constructivism II. Key Influential Figures in Constructivism III. Principles of Constructivism IV. Two Views of Constructivism a. Individual Constructivism b. Social Constructivism V. Characteristics of Constructivism a. Learners construct understanding b. New learning depends on current understanding c. Learning is facilitated by social interaction VI. Meaningful learning occurs within authentic learning tasks VII. Organizing Knowledge a. Concepts i. Concepts as Feature Lists ii. Concepts as Prototypes iii. Concepts as Exemplars iv. Making Concept-Learning Effective b. Schema and Scripts VIII.Applying Constructivism in Facilitating Learning Concept of Constructivism Constructivism - It is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas - Focuses on knowledge construction - Based on a type of learning in which the learner forms, or constructs, much of what he or she learns or comprehends Key Influential Figures in Constructivism Jean Piaget - developed four cognitive stages that showed how children construct new knowledge as they moved through different schemas by building on what they already knew.
- 3. Jerome Bruner - Believed that constructivist learners are participatory learners. - Therefore his theory incorporated the theoretical concept of cognition which states that a individual progresses through different learning stages. - He states that teachers should practice the Socratic method by starting discussions in class to build upon questions and answers for the students to think critically. Lev Vygotsky - Created social cognition learning which asserts that culture is the prime determinant of a child’s social development. - He proposed the zone of proximal development, collaborative learning, scaffolding, and anchored instruction (technology based learning where students build on what they already know). John Dewey - A part of the progressive education movement which focused on educating the whole entire body of a child, socially, mentally, and physically. - Dewey was known as a pragmatist, who only believed the truth of theories if the theory actually worked Principles of Constructivism 1. It takes time to learn 2. Learning is an active process in which the student constructs meaning 3. People learn to learn 4. Learning involves language 5. Learning is a social activity 6. Learning is contextual 7. The act of constructing meaning is mental 8. Everyone needs knowledge to learn 9. Learning is not the passive acceptance of knowledge it takes work 10. Motivation is a major aspect of learning 2 Views of Constructivism Individual Constructivism • Also called cognitive constructivism • Emphasizes individual, internal construction of knowledge
- 4. Social Constructivism • Knowledge exist in a social context and is initially shared with others instead of being represented solely in the mind of an individual Characteristics of Constructivism Learners Construct Understanding - Learners are not just empty vessels waiting to be filled up - Learners are active thinkers who interpret ner information based on what they already know - Learners construct knowledge in a way that makes sense to them New learning depends on current understanding - Background information is important - It is through the present views or scheme that the learner has, that new information will be interpreted Learning is facilitated by social interaction - Learning communities help learners take responsibility for their own learning - Teachers play the role of facilitator rather than an expert who has all the knowledge Meaningful learning occurs within authentic learning tasks - Involves a learning activity that entails constructing knowledge that is akin to the to the knowledge needed when applied in the real world Organizing Knowledge Organizing knowledge Concepts: a concept is a way of grouping or categorizing objects or events in our mind. 1. Concepts as feature lists –learning a concept involves learning specific features that characterize positive instance of the concept a. Defining feature- characteristic present in ALL instances b. Correlational feature-present in many positive instances but not essential for concept membership 2. Concepts as prototypes – prototype is an idea or visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often. 3. Concepts as exemplars – exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability
- 5. Making concept-learning effective 1. Provide a clear definition of the concept 2. Make the defining features very concrete and prominent 3. Give a variety of positive instances 4. Give negative instances 5. Cite a “best example” or a prototype 6. Provide opportunity for learners to identify positive and negative instances 7. Ask learners to think of their own example of the concept 8. Point out how concepts can be related to each other Schemas and Scripts SCHEMA - An organized body of knowledge about something SCRIPT -A schema that includes a series of predictable events about a specific activity. APPLYING CONSTRUCTIVISM IN FACILITATING LEARNING • Aim to make learners understand a few key ideas in an in-depth manner, rather than taking up so many topics superficially. • Give varied examples • Provide opportunities for experimentation • Provide lots of opportunities for quality interaction • Have lots of hands-on activities • Relate your topic to real life situations • Do not depend on the explanation method all the time. Summary: