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learning_paradigms:constructivism [2011/06/30 12:05] jpetrovic [Read more] |
learning_paradigms:constructivism [2011/07/01 11:17] jpetrovic [Read more] |
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===== About constructivism ===== | ===== About constructivism ===== | ||
- | Opposing to [[learning_paradigms:behaviorism|behaviorism]] and [[learning_paradigms:cognitivism|cognitivism]], [[..:learning_paradigms|learning paradigms]] which begin from a point of view that world external to the learner is objective and real and the learner needs to map it's principles and facts, constructivism as a learning paradigm((Constructivism is a term often used in different fields with many different meanings.)) suggests that: | + | Opposing to [[learning_paradigms:behaviorism|behaviorism]] and [[learning_paradigms:cognitivism|cognitivism]], [[..:learning_paradigms|learning paradigms]] which begin from a point of view that world external to the learner is objective and real and the learner needs to map it's principles and facts, constructivism as a learning paradigm((Constructivism is a term often used in different fields with many [[http://en.wikipedia.org/wiki/Constructivism|different meanings]].)) suggests that(([[http://folk.uio.no/sveinsj/Constructivism_and_learning_Sjoberg.pdf|S. Sjoberg et al. Constructivism and learning. In Baker, E., McGaw, B. & Peterson P (Eds). International Encyclopaedia of Education 3rd Edition, Oxford: Elsevier, 2007.]])): |
* learning is not a passive, but an **active**, **socially enhanced** process of knowledge construction, | * learning is not a passive, but an **active**, **socially enhanced** process of knowledge construction, | ||
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* use **language** as a tool that can help in **guiding** student's construction, but keep in mind that language users create subjective meaning based on their experience. | * use **language** as a tool that can help in **guiding** student's construction, but keep in mind that language users create subjective meaning based on their experience. | ||
- | Although constructivist ideas can be tracked back to 18th century and authors like [[http://en.wikipedia.org/wiki/Giambattista_Vico|Giambattista Vico]]((Giambattista, V. De Antiquissima Italorum Sapientia. 1710.)) it mostly emerged in the 1970s(([[http://ehlt.flinders.edu.au/education/iej/articles/v6n3/liu/paper.pdf|Liu, C. H, and R. Matthews. Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal 6, no. 3: 386–399. 2005.]])) and has been recognized as a paradigm, but also as a theory(([[http://www.amazon.com/Constructivism-Perspectives-Teachers-College-Press/dp/0807734888#reader_0807734888|Press, Teachers College. Constructivism: Theory, Perspectives, and Practice. Teachers College Press, 1996.]])). Today constructivism usually appears in the literature in two main variants(([[http://ehlt.flinders.edu.au/education/iej/articles/v6n3/liu/paper.pdf|Liu, C. H, and R. Matthews. Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal 6, no. 3: 386–399. 2005.]])): | + | Although constructivist ideas can be tracked back to 18th century and authors like [[http://en.wikipedia.org/wiki/Giambattista_Vico|Giambattista Vico]](([[http://findarticles.com/p/articles/mi_7026/is_2_96/ai_n28125759/|Giambattista, V. De Antiquissima Italorum Sapientia. 1710.]])) it mostly emerged in the 1970s(([[http://ehlt.flinders.edu.au/education/iej/articles/v6n3/liu/paper.pdf|Liu, C. H, and R. Matthews. Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal 6, no. 3: 386–399. 2005.]])) and has been recognized as a paradigm, but also as a theory(([[http://www.amazon.com/Constructivism-Perspectives-Teachers-College-Press/dp/0807734888#reader_0807734888|Press, Teachers College. Constructivism: Theory, Perspectives, and Practice. Teachers College Press, 1996.]])). Today constructivism usually appears in the literature in a number of variants(([[http://folk.uio.no/sveinsj/Constructivism_and_learning_Sjoberg.pdf|S. Sjoberg et al. Constructivism and learning. In Baker, E., McGaw, B. & Peterson P (Eds). International Encyclopaedia of Education 3rd Edition, Oxford: Elsevier, 2007.]])) with two dominant variants(([[http://ehlt.flinders.edu.au/education/iej/articles/v6n3/liu/paper.pdf|Liu, C. H, and R. Matthews. Vygotsky’s philosophy: Constructivism and its criticisms examined. International Education Journal 6, no. 3: 386–399. 2005.]])): |
- | * **social constructivism** (also known as //personal constructivism// or //radical constructivism//) derived from works of [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]] and extended in works of [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]], [[http://www.sesp.northwestern.edu/profile/?p=52&/AllanCollins/|Allan Collins]] and [[http://www.johnseelybrown.com/|John Brown]], which suggest knowledge is situation-specific and context-dependent and that social environment has a key role in learning, and | + | * **social constructivism** (also known as //personal constructivism// or //radical constructivism//) derived from works of [[http://www.marxists.org/archive/vygotsky/|Lev Vygotsky]] and extended in works of [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]], [[http://www.sesp.northwestern.edu/profile/?p=52&/AllanCollins/|Allan Collins]], [[http://www.johnseelybrown.com/|John Brown]], and [[http://en.wikipedia.org/wiki/Ernst_von_Glasersfeld|Ernst von Glasersfeld]], which suggest knowledge is situation-specific and context-dependent and that social environment has a key role in learning, and |
* **cognitive constructivism** (also known as //realist constructivism//) presented in works of authors like [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] or [[http://www.psych.nyu.edu/bruner/|Jerome Bruner]], which, since knowledge cannot be directly transmitted from person to person, focuses on individual's knowledge construction and learning through discovery. | * **cognitive constructivism** (also known as //realist constructivism//) presented in works of authors like [[http://www.piaget.org/aboutPiaget.html|Jean Piaget]] or [[http://www.psych.nyu.edu/bruner/|Jerome Bruner]], which, since knowledge cannot be directly transmitted from person to person, focuses on individual's knowledge construction and learning through discovery. | ||
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[[http://www.learning-theories.com/constructivism.html|Constructivism at Learning Theories.]] Retrieved March 2, 2011. | [[http://www.learning-theories.com/constructivism.html|Constructivism at Learning Theories.]] Retrieved March 2, 2011. | ||
- | [[http://folk.uio.no/sveinsj/Constructivism_and_learning_Sjoberg.pdf|Sjoberg, S. Constructivism and learning. Invited contribution to Sjoberg, S., E. Baker, B. McGaw, and P. Peterson. International Encyclopedia of Education 3rd Edition, Oxford: Elsevier. 2007.]] | + | [[http://folk.uio.no/sveinsj/Constructivism_and_learning_Sjoberg.pdf|Sjoberg, S. Constructivism and learning. In Sjoberg, S., E. Baker, B. McGaw, and P. Peterson. International Encyclopedia of Education 3rd Edition, Oxford: Elsevier, 2007.]] |
===== Read more ===== | ===== Read more ===== | ||
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[[http://books.google.hr/books?id=Iuow8KqWE7wC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false|L. P. Steffe & J. Gale (Eds.). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates. 1995.]] | [[http://books.google.hr/books?id=Iuow8KqWE7wC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false|L. P. Steffe & J. Gale (Eds.). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates. 1995.]] | ||
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+ | [[http://books.google.hr/books?id=G3vS8M4w5YgC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false|K. Tobin (Ed.). The practice of constructivism in science education. Hillsdale, NJ: Lawrence Erlbaum Associates. 1993.]] | ||
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+ | [[http://books.google.hr/books?id=6NCq3zyWkNsC&printsec=frontcover&dq=Constructivism+and+education.&hl=hr&ei=go0NTsDBIceDOr-DnJwL&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q&f=false|Marie Larochelle, Nadine Bednarz, and James W. Garrison, Constructivism and education. Cambridge University Press, 1998.]] | ||
[[http://www.zipaquira-cundinamarca.gov.co/apc-aa-files/33383564656335333966393533336464/Constructivism_1.pdf|Phillips, D. C. The good, the bad, and the ugly: The many faces of constructivism. Educational researcher 24, no. 7: 5–12. 1995.]] | [[http://www.zipaquira-cundinamarca.gov.co/apc-aa-files/33383564656335333966393533336464/Constructivism_1.pdf|Phillips, D. C. The good, the bad, and the ugly: The many faces of constructivism. Educational researcher 24, no. 7: 5–12. 1995.]] | ||
- | Tobin, K., & Tippins. D. Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 3-21). Hillsdale, NJ: Lawrence Erlbaum Associates. 1993. | + | [[http://www.tandfonline.com/doi/abs/10.1080/03057260608560222|Keith Taber. Beyond Constructivism: the Progressive Research Programme into Learning Science. Studies in Science Education 42, no. 1: 125-184, 2006.]] |