Title: Constructivism (Philosophy Of Education)
Headings: Constructivism (Philosophy of Education)
Constructivism (Philosophy of Education)
Page Contents
History
Individual
Constructivist learning intervention
The nature of the learner
The importance of the background and culture of the learner
Responsibility for learning
The Harkness discussion method
The motivation for learning
The role of the instructor
Instructors as facilitators
Learning is an active process
Good relationship between instructor and learner
Collaboration among learners
The importance of context
The selection, scope, and sequencing of the subject matter
Knowledge should be discovered as an integrated whole
Engaging and challenging the learner
The structuredness of the learning process
In adult learning
Pedagogies based on constructivism
Supportive research and evidence
Criticism
A rebuttal to the criticisms of Kirschner, Sweller, and Clark
Criticism of discovery-based teaching techniques
The math wars and discovery-based teaching techniques
Importance of structure in constructivist learning environments
Confusion between constructivist and maturationist views
Radical constructivism
Relational constructivism
Social constructivism
Communal constructivism
Influence on computer science and robotics
Adapted from Wikipedia, the free encyclopedia
Share this:
Like this:
Quote of the Day

Content: Constructivism (Philosophy Of Education)
Constructivism (Philosophy of Education)
Page Contents
Constructivism (Philosophy of Education)
History
Individual
Constructivist learning intervention
The nature of the learner
The importance of the background and culture of the learner
Responsibility for learning
The Harkness discussion method
The motivation for learning
The role of the instructor
Instructors as facilitators
Learning is an active process
Good relationship between instructor and learner
Collaboration among learners
The importance of context
The selection, scope, and sequencing of the subject matter
Knowledge should be discovered as an integrated whole
Engaging and challenging the learner
The structuredness of the learning process
In adult learning
Pedagogies based on constructivism
Supportive research and evidence
Criticism
A rebuttal to the criticisms of Kirschner, Sweller, and Clark
Criticism of discovery-based teaching techniques
The math wars and discovery-based teaching techniques
Importance of structure in constructivist learning environments
Confusion between constructivist and maturationist views
Radical constructivism
Relational constructivism
Social constructivism
Communal constructivism
Influence on computer science and robotics
Constructivism in education has roots in Epistemology. The learner has prior knowledge and experiences, which is often determined by their social and cultural environment. Learning is therefore done by students’ “ constructing ” knowledge out of their experiences. While the Behaviorist school of learning may help understand what students are doing, educators also need to know what students are thinking, and how to enrich what students are thinking. Constructivism can be traced back to educational psychology in the work of Jean Piaget (1896–1980) identified with Piaget’s theory of cognitive development. Piaget focused on how humans make meaning in relation to the interaction between their experiences and their ideas. His views tended to focus on human development in relation to what is occurring with an individual as distinct from development influenced by other persons. Lev Vygotsky (1896-1934) social constructivism emphasized the importance of sociocultural learning; how interactions with adults, more capable peers, and cognitive tools are internalized by learners to form mental constructs through the zone of proximal development. Expanding upon Vygotsky’s theory Jerome Bruner and other educational psychologists developed the important concept of instructional scaffolding, whereby the social or informational environment offers supports (or scaffolds) for learning that are gradually withdrawn as they become internalized.