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Constructivism

This version was saved 13 years, 2 months ago View current version     Page history
Saved by Danielle Keller
on January 29, 2011 at 8:32:15 pm
 

Discussion: Cognitivism

 

Definition:A theory of learning that is developed from the principle of children's thinking. Constructivism states that children learn through adaptation. Children are not passive in knowledge, but active at making meaning, testing out theories, and trying to make sense out of the world and themselves.

 

 

 


Primary Theorists: Piaget, Vygotsky, and Bruner

 

 

 


Principles/Underlying Concepts:  Learning is an active process and knowledge is subjective as each person creates personal meaning out of experiences and integrates new ideas into existing knowledge structures.

 

 

 


Classroom Implications: Students work in groups. Teachers guide the children in their growth and development. Students ask question.

 

 

 

 


Implications Related to Technology Use: Printing,  power point, video, computer graphics and animation.

 

 

 


Additional Reading:

 

Nanjappa, A. & Grant, M. M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education, 2(1). Retrieved from http://ejite.isu.edu/Volume2No1/nanjappa.htm 

 


Comparison

Traditional Classroom

Constructivist Classroom

Curriculum begins with the parts of the whole. Emphasizes basic skills.

Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.

Strict adherence to fixed curriculum is highly valued.

Pursuit of student questions and interests is valued.

Materials are primarily textbooks and workbooks.

Materials include primary sources of material and manipulative materials.

Learning is based on repetition.

Learning is interactive, building on what the student already knows.

Teachers disseminate information to students; students are recipients of knowledge.

Teachers have a dialogue with students, helping students construct their own knowledge.

Teacher's role is directive, rooted in authority.

Teacher's role is interactive, rooted in negotiation.

Assessment is through testing, correct answers.

Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.

Knowledge is seen as inert.

Knowledge is seen as dynamic, ever changing with our experiences.

Students work primarily alone.

Students work primarily in groups.

 


References:

 

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