The constructivism view demonstrates the importance of focusing on the learner’s thinking about learning rather than its subject. It also thinks all knowledge is attributed to experience by the learner and his community. Bruner, J (1966) mentions that learning is an active process that new ideas will be constructed by one’s current and past knowledge. Previously the researcher mentioned that the cognitive structure is a mental process which allows a learner to push given information in past in order to construct a new idea. Likewise, this theory often described in a school education field.
1. Define Disciplinary Literacy (DL): Disciplinary Literacy is learning how to read, think about, write, communicate, and use information like each discipline’s expert. It involves the tasks and processes of reading, thinking, inquiring, and speaking, required to learn and develop discipline-appropriate content knowledge. 2. Define Content Area Literacy (CL): Content Area literacy is the ability to use reading and writing for the acquisition of new content in a given discipline.
(2014, p. 6) advises that a balanced approach provides the opportunity for meaning to be placed on readings and recognises key aspects such as code and context of readings as well as developing effective strategies to assist with developing reading skills. Thus, highlighting that there is more to reading than simply understanding single elements. With a balanced approach to reading, emphasis is placed around developing semantic, grammatical, graphophonic and visual knowledge (Winch et al., 2014, p. 6). Developing fundamentals can occur whilst teaching the key elements of a balanced approach. The elements of a balanced approach to reading are oral language, phonological awareness, phonics, vocabulary, fluency and comprehension (Konza, 2010, p. 1-6).
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
Learners look for meaning and will attempt to find consistency and order in the events of the world even in the absence of full or complete information. Some learning approaches that could harbor this interactive learning include reciprocal teaching, peer collaboration, cognitive preparation, problem-based teaching, web quests, anchored instruction and other approaches that involve learning with others. In fact, there is much pedagogy that leverages constructivist theory. Most approaches that have developed from constructivism suggest that learning is achieved best using a hands-on approach. Learners learn
Propose a conceptual model of Education Technology Acceptance (ETA) in the Virtual Communities of Practice (vCoP) frame. Surveys regarding attitudes and perceptions. A regression analysis confirms the expected correlation between technology use intention and corresponding behavior. Virtual mentoring in online universities can be supported relying on central vCoP participants. The proposed conceptual model enlarges the scientific understanding of technology-enhanced learning in
The basic concept of learning is based on this theory. The mental processes as they are being influenced by either intrinsic and/or extrinsic factors, which eventually results in learning acquisition of an individual. Knowledge systems of cognitive structures are actively constructed by learners based on pre-existing cognitive structures. The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. The cognitive processes are: observing, categorizing, and forming generalizations about our environment.
COMPUTER-SUPPORTED COLLABORATIVE LEARNING CSCL helps to enhance the student’s learning experience and performance through ICT technology. This type of development is called the E-learning 2.0, Traditional teaching method using E-learning tools is called E-learning 1.0. Whereas application of ICT tool in the teaching and learning strategy is called E-learning 2.0. According to Johson- Eilola ”smart board system helps the active collaboration among the learners”. It also motivates the learners to actively participate in the learning process.
Reading is a cognitive process of our brain for decoding symbols linguistically. Reading is one of the four macro skills which are: listening, speaking, reading and writing. These four macro skills are very interrelated to one another. The development in reading skill can bring about to the development of the other macro skills. These are the skills we must have in order enrich our minds with the different information, facts, ideas, concepts, formulas, etc… Able readers who are physiologically sufficient, cognitively sound and possessed the basic reading skills are also able to enhance their thinking skills.