Constructivist perspectives
Constructivism is a theory
explaining how knowledge is constructed in human being when information comes
into contact with existing knowledge that had been developed. It has its roots
in cognitive psychology and biology and an approach to education that lays
emphasis on the ways knowledge is created in order to adapt to the world.
According to Jean Piaget, knowledge is internalized by learners through
processes of accommodation and assimilation. People learn by
actively exploring the world around them, receiving feedback on their actions,
and drawing conclusions.
Constructively leads to
integration of concepts and skills into the learner’s existing conceptual or
competency structures. Learning can be applied to new contexts and expressed in
new ways. Constructive theories are more concerned with how knowledge and
skills are internalized than how they are manifest in external behavior.
In constructivism, assimilation
is learning that occurs when new information is absorbed into an existing
framework. The person’s overall beliefs and understanding of the world do not
change as a result of the new information. Instead, the information is incorporated
into the beliefs that already exist. For example John has a basic understanding
of physics. Therefore, it was easy for him to assimilate the things he learned
in his graduate physics class.
In constructivist theory, accommodation
is one of two ways that humans actively learn. If we try something and we do
not get the expected reaction, then we change our beliefs to accommodate that
new information. For example Mike believed that all women are physically weak.
When he was beaten at arm-wrestling by a woman, he accommodated that new
information and accepted that not all women are weak.
The
Experiential Learning Cycle
Kolb's experiential learning
style theory is typically are typical constructive approaches represented by a
four stage learning cycle in which the learner 'touches all the bases':
1. Concrete Experience - (a new
experience of situation is encountered, or a reinterpretation of existing
experience).
2. Reflective Observation (of the
new experience. Of particular importance are any inconsistencies between
experience and understanding).
3. Abstract Conceptualization
(Reflection gives rise to a new idea, or a modification of an existing abstract
concept).
4. Active Experimentation (the
learner applies them to the world around them to see what results).
Example
Pedagogic Approaches:
Cognitive
scaffolding
It is a learning process designed
to promote a deeper level of learning. Scaffolding is the support given during
the learning process which is tailored to the needs of the student with the
intention of helping the student achieve his/her learning goals (Sawyer, 2006).
Experiential
learning
It is the process of making
meaning from direct experience, i.e., "learning from experience". An
example of experiential learning is going to the zoo and learning through
observation and interaction with the zoo environment, as opposed to reading
about animals from a book. Thus, one makes discoveries and experiments with knowledge
firsthand, instead of hearing or reading about others' experiences.
Experimental
learning
It is a philosophy of education
that describes the process that occurs between a teacher and student that
infuses direct experience with the learning environment and content
Constructivist
learning environments
Constructivist learning
environments presents the challenge of synthesizing a large spectrum of
somewhat disparate concepts. Modern constructivist learning environments are
technology-based in which learners are engaged in meaningful interactions. Emphasis is on learners who interpret and
construct meaning based on their own experiences and interactions.
Problem-based
learning
Problem-based learning (PBL) is a
student-centered pedagogy in which students learn about a subject through the
experience of problem solving. Students learn both thinking strategies and
domain knowledge. Example of a problem based case could be like this. A woman
with type AB blood gave birth to a child with blood type O. A second type-O
child was born six years later. This case appears to contradict Mendelian
inhertiance, which the students will be obliged to thorougly review, but it
also demands that they make a rigorous examination of meiosis, gametogenesis,
fertilization, and early development in order to propose some credible
explanatory mechanisms
Research
based learning
In Research-based learning,
research is regarded as a theme which underpins teaching at a range of levels.
As well as incorporating outcomes of research into curricula, it includes developing
students' awareness of processes and methods of enquiry, and creating an
inclusive culture of research involving staff and students.
Reference
1. PowerPoint presentation on constructive
perspective by Roza Ibrahim, Maldives National University
2. http://en.wikipedia.org/wiki/Experiential_education
3. http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html
4. http://www.accesswave.ca/~hgunn/special/papers/hypertxt/cle.html
5. http://en.wikipedia.org/wiki/Problem-based_learning
6. http://capewest.ca/pbl.html
7. http://www2.warwick.ac.uk/services/ldc/resource/rbl/whatis/
8. http://en.wikipedia.org/wiki/Project-based_learning#Examples
9. http://www.ucs.mun.ca/~emurphy/stemnet/cle2b.html
10. http://en.wikipedia.org/wiki/Constructivism_(learning_theory)
11. http://phobias.about.com/od/glossary/g/assimilationdef.htm
12. http://phobias.about.com/od/glossary/g/accommodatdef.htm
13. http://en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional_Assessment/Educational_Philosophy/Constructivism
14. http://www.simplypsychology.org/learning-kolb.html
15. http://en.wikipedia.org/wiki/Instructional_scaffolding
16. http://en.wikipedia.org/wiki/Experiential_learning
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