2.2. Constructivism Learning Theory and Constructivist Teaching Approaches Ladele (2013), Nongkas (2007), and Ross (2006) stated that the constructivism learning theory explains how people acquire knowledge and the construction of knowledge from experiences and interactions. Ross (2006), however, warned that constructivism is not a specific pedagogy or simply a teaching method, but a theory that underpins construction of knowledge through experiences from social interaction. In other words, knowledge may best be created by connecting the past experiences with the current or sometimes foreign knowledge. In a classroom situation, the understanding of a child on a particular topic may best be enhanced by linking the topic to what a child has
Theoretical Framework This study was anchored on the Constructivist Theory. Constructivism is defined by Cunanan-Cruz (2002) as an educational theory whereby learners construct their own knowledge by a natural ability to think, by learning from the environment, or by combination of both natural ability and environmental influences, where the result is an autonomous, intellectual learner. Constructivism influences instructional theory by encouraging discovery, hands-on, experiential, collaborative, project-based, and task-based learning. It has roots in cognitive psychology and biology and is an approach to education that lays emphasis on the ways knowledge is created while exploring the world. Exemplars of constructivist theory may be
Gestalt cognitive theory states that for learning to take place, there must be some changes that not observable in mental or cognitive structures. To observe what is happening in the learners mind, change in behaviour must be noted and used as indicators to ascertain that. Cognitive theorists view learning as involving the acquisition or reorganization of cognitive structures through which humans process and store information (Raymond, 2013). The prominent cognitive psychologist involved in cognitive revolution in response to behaviourism are Jean Piaget (1896- 1980) and Levy Vygotsky (1896- 1934). Cognitive psychologists challenge the limitation of behaviourism in its focus on observable behaviour.
This essay will be discussing two different theories of learning; Behaviorism and Constructivism. Watson and Skinner, two major theorists of the behaviorist theory tried to prove that human behavior could be controlled and foreseen. Both Skinner and Watson investigated how learning could be affected by a change in ones environment. However, the constructivist theory viewed learning as an exploration of meaning. Piaget and Vygotsky, two of the major advocates for Constructvist theory, both explored factors that could help figure out how children understand learning at different stages in their lives.
Philosophy of Education (a) Identify one idea that you associate with Dewey’s philosophy of education, which you feel can be illustrated by drawing on your own experience of teaching and learning, e.g., the idea of the school as a community, the idea that young children have the trait of plasticity, etc. Explain Dewey’s idea as clearly as you can, using quotes and references to commentators as appropriate. Then give a concrete example of that idea in practice (it should be something that you have observed in a school or college setting); The idea that young children have the trait of plasticity is an idea of Dewey’s that I feel can be illustrated by drawing on my own personal experience of teaching and learning. When talking about plasticity
Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us even by the most severe and direct teaching. Click here to watch the constructivism in the classroom 23.4 5E’s of Constructivism The Biological Science Curriculum Study (BSCS), a team whose Principal Investigator is Roger Bybee developed an instructional model for constructivism, called the "Five Es“. The 5E’s of Constructivism model has following steps: I. Engage: Excite the learner and engage the learner to develop interest in the topic. In the stage Engage, the students first encounter and identify the instructional task.
Constructivism Assignment No.1 Philosophy of Education (respected Madam Maliha Nafees) By: Muneer Ahmed Jean Piaget, founder of constructivism Constructivists argues that humans create knowledge and meaning from an interface between their experiences and their ideas. Psychology, sociology, education and the history of science is influenced by this theory. During infancy of this theory, it examined the interaction between human experiences and their reflexes or behavior-patterns. These patterns are called systems of knowledge schemata by Jean Piaget. Its not a precise pedagogy, although it is often confused with constructionism , an educational theory presented by Seymour Papert, who was inspired by constructivist and experiential learning
School is to be a place where education occurs based on principles of mental activity and on the processes of growth (Schofield, 2012, p. 146). Based on research and experiences, I have discovered that school is a community where the students become active members and making abstract transform to concrete. For example; all subject teaching should be based on reality and practicum skills. After mastering the skills, the student/students will then adhere to the real world to make use of said skills. Skills may vary from mastering how to fish to becoming a pilot.
Assignment 1: Teaching, Learning and Technology Learning refers to the change in the subject behavior to given information brought about by his repeated experience in that situation, provided that the behavior change can not be explained on the basis of native response tendencies, maturation or temporary states of the subject ( Hilgard and Bower) , Learning is a relatively permanent change in a behavioural tendency and is the result of reinforced practice. (Kimble and Garmezy 1963: 133) Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Our understanding of how the learner learns will determine our philosophy of education, teaching style, approach, methods and classroom techniques. (Brown