constructivism
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision | |||
|
constructivism [2011/01/27 16:01] jpetrovic obrisano |
— (current) | ||
|---|---|---|---|
| Line 1: | Line 1: | ||
| - | ====== Constructivism ====== | ||
| - | ===== About constructivism ===== | ||
| - | Opposing to [[behaviorism|behaviorism]] and [[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 focuses on the **assumption that learning is an active process** in which the **learner constructs his own interpretation and meaning** of the objective reality mostly **from his prior knowledge and experience**. | ||
| - | |||
| - | Constructivism, developed during the 1990s, views learning as a **process of creating meaning** from experience. Humans //create// meaning from experience rather than //acquire// it. **Construction of new knowledge is the objective of learning** which occurs through interaction of learners prior knowledge and experience. | ||
| - | |||
| - | |||
| - | ===== Learning theories ===== | ||
| - | |||
| - | * [[learning_theories:Situated Learning]] ([[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]]) | ||
| - | |||
| - | ===== Instructional design theories and learning models: ===== | ||
| - | |||
| - | * [[instructional_design:Case-Based Learning]] | ||
| - | * [[instructional_design:Cognitive Apprenticeship]] ([[http://www.sesp.northwestern.edu/profile/?p=52&/AllanCollins/|Allan Collins]]) | ||
| - | * [[instructional_design:Problem-Based Learning]] | ||
| - | |||
| - | |||
| - | ===== Other important contributors: ===== | ||
| - | |||
| - | * Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner | ||
| - | |||
| - | ===== Critic ===== | ||
| - | |||
| - | |||
| - | ===== Bibliography ===== | ||
| - | |||
| - | |||
| - | [[http://uow.ico5.janison.com/ed/subjects/edgi911w/readings/ertmerp1.pdf|Ertmer PA, Newby TJ. Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly. 1993;6(4):50–72. | ||
| - | ]] | ||
| - | |||
| - | [[http://www.learning-theories.com/constructivism.html|Constructivism at Learning Theories.]] | ||
| - | |||
| - | |||
| - | ===== Read more ===== | ||
| - | |||
| - | |||
| - | Driver, R. (1995). Constructivist approaches in science teaching. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 385-400). Hillsdale, NJ: Lawrence Erlbaum Associates. | ||
| - | |||
| - | Duit, R. (1995). The constructivist view: A Fashionable and fruitful paradigm for science education research and practice. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 271-285). Hillsdale, NJ: Lawrence Erlbaum Associates. | ||
| - | |||
| - | Tobin, K., & Tippins. D. (1993). 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. | ||
constructivism.1296144065.txt.gz · Last modified: 2023/06/19 15:49 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
