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--- hr:learning_paradigms:constructivism [2015/06/24 10:51]
ivahtaric
+++ hr:learning_paradigms:constructivism [2023/06/19 16:03] (trenutno)
@@ Redak 18: / Redak 18: @@
 Iako se ideje konstruktivizma javljaju već u 18. stoljeću kod autora poput [[http://en.wikipedia.org/wiki/Giambattista_Vico|Giambattista ]][[http://en.wikipedia.org/wiki/Giambattista_Vico|Vicoa]](([[http://findarticles.com/p/articles/mi_7026/is_2_96/ai_n28125759/|Giambattista, V. De Antiquissima Italorum Sapientia. 1710.]]))   , počeo se razvijati tek 1970-ih((4)) ) i predstavio se kao paradigma, ali i kao teorija(([[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.]]))   . Danas se konstruktivizam u literaturi pojavljuje u brojnim varijantama(([[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.]])) , od kojih se ističu dvije(([[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.]]))   :
-  * **socijalni konstruktivizam****(social constructivism)**  (poznat još kao //osobni konstruktivizam//**(personal constructivism)**  ili //radikalni konstruktivizam//**(radical constructivism)**) izveden iz radova [[http://www.marxists.org/archive/vygotsky/|Lava Vygotskog]] i proširen radovima [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jeana Lavea]], [[http://www.sesp.northwestern.edu/profile/?p=52&/AllanCollins/|Allana Collinsa]], [[http://www.johnseelybrown.com/|Johna Browna]] i [[http://en.wikipedia.org/wiki/Ernst_von_Glasersfeld|Ernsta von ]][[http://en.wikipedia.org/wiki/Ernst_von_Glasersfeld|Glasersfelda]]((See:  [[http://www.univie.ac.at/constructivism/EvG/papers/114.pdf|Ernst von Glasersfeld. Constructivism in Education. In The International Encyclopedia of Education, vol. 1, pp162-163. Oxford/New York, Pergamon Press, 1989]]))   , koji navode da je znanje specifično za situaciju i ovisno o kontekstu te da socijalna okolina ima ključnu ulogu u učenju, i
+  * **socijalni konstruktivizam****(social constructivism)**  (poznat još kao //osobni konstruktivizam//**(personal constructivism)**  ili //radikalni konstruktivizam//**(radical constructivism)**) izveden iz radova [[http://www.marxists.org/archive/vygotsky/|Lava Vygotskog]] i proširen radovima [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jeana Lavea]], [[http://www.sesp.northwestern.edu/profile/?p=52&/AllanCollins/|Allana Collinsa]], [[http://www.johnseelybrown.com/|Johna Browna]] i [[http://en.wikipedia.org/wiki/Ernst_von_Glasersfeld|Ernsta von ]][[http://en.wikipedia.org/wiki/Ernst_von_Glasersfeld|Glasersfelda]]((See:  [[http://www.univie.ac.at/constructivism/EvG/papers/114.pdf|Ernst von Glasersfeld. Constructivism in Education. In The International Encyclopedia of Education, vol. 1, pp162-163. Oxford/New York, Pergamon Press, 1989]])) , koji navode da je znanje specifično za situaciju i ovisno o kontekstu te da socijalna okolina ima ključnu ulogu u učenju, i
   * **kognitivni konstruktivizam****(cognitive constructivism)**  (poznat i kao //realistički konstruktivizam//**(realist constructivism)**) predstavljen u radovima [[http://www.piaget.org/aboutPiaget.html|Jeana Piagea]] ili [[http://www.psych.nyu.edu/bruner/|Jeromea Brunera]], koji se, budući da se znanje ne može izravno prenositi sa osobe na osobu, fokusiraju na pojedinčevo konstruiranje znanja i učenje kroz istraživanja.
 ===== Teorije učenja =====
@@ Redak 35: / Redak 35: @@
   * [[:hr:instructional_design:goal_based_scenarios|Cilju usmjeren scenarij]]
   * [[:hr:instructional_design:problem-based_learning|Problemom usmjereno učenje]]
-  * [[:instructional_design:istrazivacki_usmjerena_nastava|Istraživački usmjerena nastava]]
+  * [[:hr:instructional_design:inquiry-based_learning|Istraživački usmjerena nastava]]
-  * [[:instructional_design:nenamjerno_ucenje|Nenamjerno učenje]]
+  * [[:hr:instructional_design:incidental_learning|Nenamjerno učenje]]
 ===== Kritike =====
-Modeli konstruktivističkog instrukcijskog dizajna izloženi su u zadnje vrijeme mnogim kritikama((9))    ((10)  10) 10) 10) 10) 10) 10) )) , najviše zbog promoviranja samo učenja otkrivanjem i instrukcijama minimalnog navođenja. Richard Mayer((11)  11) 11) 11) 11) 11) 11)  [[http://www.katharinenewman.com/Research/Desktop/amp-59-1-14.pdf|Mayer, R. Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14–19. 2004.]]))  je provjerio rezultate eksperimentima učenja otkrivanjem između 1950-ih i 1980-ih i zaključio da se svakog desetljeća razvio novi, sličan pristup pod drugim imenom, ne čineći pri tome značajne razlike. Njegovim riječima,
+Modeli konstruktivističkog instrukcijskog dizajna izloženi su u zadnje vrijeme mnogim kritikama((9))  ((10)  _FCKG_BLANK_TD_)) , najviše zbog promoviranja samo učenja otkrivanjem i instrukcijama minimalnog navođenja. Richard Mayer((11)  11) 11) 11) 11) 11) 11) 11) 11) 11) 11)  [[http://www.katharinenewman.com/Research/Desktop/amp-59-1-14.pdf|Mayer, R. Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14–19. 2004.]]))  je provjerio rezultate eksperimentima učenja otkrivanjem između 1950-ih i 1980-ih i zaključio da se svakog desetljeća razvio novi, sličan pristup pod drugim imenom, ne čineći pri tome značajne razlike. Njegovim riječima,
-  * "//Čisto otkrivanje nije funkcioniralo 1960-ih, nije funkcioniralo 1970-ih i nije funkcioniralo 1980-ih… Rasprava o otkrivanju se ponovila mnogo puta u obrazovanju, ali svaki put istraživački nalazi su bili u korist učenju putem vođenja.//".((12)  12) 12) 12) 12) 12) 12)  [[http://www.katharinenewman.com/Research/Desktop/amp-59-1-14.pdf|Mayer, R. Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, p18. 2004.]]))
+  * "//Čisto otkrivanje nije funkcioniralo 1960-ih, nije funkcioniralo 1970-ih i nije funkcioniralo 1980-ih… Rasprava o otkrivanju se ponovila mnogo puta u obrazovanju, ali svaki put istraživački nalazi su bili u korist učenju putem vođenja.//".((12)  12) 12) 12) 12) 12) 12) 12) 12) 12) 12)  [[http://www.katharinenewman.com/Research/Desktop/amp-59-1-14.pdf|Mayer, R. Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, p18. 2004.]]))
-Kritike tvrde, da učenje otkrivanjem i instrukcijama minimalnog navođenja, iako pristupačnije učenicima((13)  13) 13) 13) 13) 13) 13) ))   ,
+Kritike tvrde, da učenje otkrivanjem i instrukcijama minimalnog navođenja, iako pristupačnije učenicima((13)  13) 13) 13) 13) 13) 13) 13) 13) 13) 13) )) ,
-  * može dovesti do frustracije zbog **neuspjeha**  ili **pogrešnih shvaćanja** ((14)  14) 14) 14) 14) 14) 14)  [[http://www.eric.ed.gov/PDFS/ED259296.pdf|Hardiman, P., Pollatsek, A., & Weil, A. Learning to understand the balance beam. Cognition and Instruction, 3, 1–30. 1986.]]))  ((15)  15) 15) 15) 15) 15) 15)  [[http://books.google.hr/books?id=YyiywUE-M0YC&pg=PA229&lpg=PA229&dq=Guided+discovery+in+a+community+of+learners.&source=bl&ots=hsp2myS7V1&sig=FpgzCX7CExWleW500RjEBiIWJa8&hl=hr&ei=pmWtTY_WDZCSOr2-keML&sa=X&oi=book_result&ct=result&resnum=1&ved=0CB0Q6AEwAA#v=onepage&q=Guided discovery in a community of learners.&f=false|Brown, A., & Campione, J. . Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: MIT Press. 1994.]])) ,
+  * može dovesti do frustracije zbog **neuspjeha**  ili **pogrešnih shvaćanja** ((14)  14) 14) 14) 14) 14) 14) 14) 14) 14) 14)  [[http://www.eric.ed.gov/PDFS/ED259296.pdf|Hardiman, P., Pollatsek, A., & Weil, A. Learning to understand the balance beam. Cognition and Instruction, 3, 1–30. 1986.]]))  ((15)  15) 15) 15) 15) 15) 15) 15) 15) 15) 15)  [[http://books.google.hr/books?id=YyiywUE-M0YC&pg=PA229&lpg=PA229&dq=Guided+discovery+in+a+community+of+learners.&source=bl&ots=hsp2myS7V1&sig=FpgzCX7CExWleW500RjEBiIWJa8&hl=hr&ei=pmWtTY_WDZCSOr2-keML&sa=X&oi=book_result&ct=result&resnum=1&ved=0CB0Q6AEwAA#v=onepage&q=Guided discovery in a community of learners.&f=false|Brown, A., & Campione, J. . Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: MIT Press. 1994.]])) ,
-  * nije toliko **učinkovito**  kao učenje vođenjem ((16)  16) 16) 16) 16) 16) 16)  [[http://www.springerlink.com/content/m4625l377p571114/|Moreno, R. Decreasing cognitive load in novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32, 99–113. 2004.]])) ,
+  * nije toliko **učinkovito**  kao učenje vođenjem ((16)  16) 16) 16) 16) 16) 16) 16) 16) 16) 16)  [[http://www.springerlink.com/content/m4625l377p571114/|Moreno, R. Decreasing cognitive load in novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32, 99–113. 2004.]])) ,
-  * uzrokuje **veliko kognitivno ****opterećenje** ((17)  17) 17) 17) 17) 17) 17)  [[http://psycnet.apa.org/journals/edu/91/2/334/|Tuovinen, J. E., & Sweller, J. A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, 334–341. 1999.]]))  ((18)  18) 18) 18) 18) 18) 18)  [[http://dcom.arch.gatech.edu/old/Coa6763/Readings/sweller-88a.pdf|Sweller, J. Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285. 1988.]])) ,
+  * uzrokuje **veliko kognitivno ****opterećenje** ((17)  17) 17) 17) 17) 17) 17) 17) 17) 17) 17)  [[http://psycnet.apa.org/journals/edu/91/2/334/|Tuovinen, J. E., & Sweller, J. A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, 334–341. 1999.]]))  ((18)  18) 18) 18) 18) 18) 18) 18) 18) 18) 18)  [[http://dcom.arch.gatech.edu/old/Coa6763/Readings/sweller-88a.pdf|Sweller, J. Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285. 1988.]])) ,
-  * daje **lošije rezultate od praktičnih primjera** ((19)  19) 19) 19) 19) 19) 19)  [[http://www.sciencedirect.com/science/article/pii/S0022066303010699|Cooper, G., & Sweller, J. The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347–362. 1987.]]))  ((20)  20) 20) 20) 20) 20) 20)  [[http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=55241eef-3a21-4afa-9be6-6d3f53322951@sessionmgr111&vid=2&hid=126|Sweller, J., & Cooper, G. A. The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59–89. 1985.]])) ,
+  * daje **lošije rezultate od praktičnih primjera** ((19)  19) 19) 19) 19) 19) 19) 19) 19) 19) 19)  [[http://www.sciencedirect.com/science/article/pii/S0022066303010699|Cooper, G., & Sweller, J. The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347–362. 1987.]]))  ((20)  20) 20) 20) 20) 20) 20) 20) 20) 20) 20)  [[http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=55241eef-3a21-4afa-9be6-6d3f53322951@sessionmgr111&vid=2&hid=126|Sweller, J., & Cooper, G. A. The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59–89. 1985.]])) ,
-  * rezultira **većim utroškom vremena**  bez poboljšanja u rezultatima ((21)  21) 21) 21) 21) 21) 21)  [[http://www.ncbi.nlm.nih.gov/pubmed/8447896|Albanese, M., & Mitchell, S. Problem-based learning: A review of the literature on its outcomes and implementation issues. AcademicMedicine, 68, 52–81. 1993.]])) ,
+  * rezultira **većim utroškom vremena**  bez poboljšanja u rezultatima ((21)  21) 21) 21) 21) 21) 21) 21) 21) 21) 21)  [[http://www.ncbi.nlm.nih.gov/pubmed/8447896|Albanese, M., & Mitchell, S. Problem-based learning: A review of the literature on its outcomes and implementation issues. AcademicMedicine, 68, 52–81. 1993.]])) ,
-  * ne pokazuje statistički značajno poboljšanje u znanju kada je primijenjeno u medicinskim školama((22)  22) 22) 22) 22) 22) 22)  [[http://www.med.uni-frankfurt.de/lehre/literatur/container_journal_club/effectiveness_Colliver_Volltext.pdf|Colliver, J. A. Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75, 259–266. 2000.]])) , i
+  * ne pokazuje statistički značajno poboljšanje u znanju kada je primijenjeno u medicinskim školama((22)  22) 22) 22) 22) 22) 22) 22) 22) 22) 22)  [[http://www.med.uni-frankfurt.de/lehre/literatur/container_journal_club/effectiveness_Colliver_Volltext.pdf|Colliver, J. A. Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75, 259–266. 2000.]])) , i
-  * da ovi nedostaci posebno vrijede za početnike((23)  23) 23) 23) 23) 23) 23)  [[http://books.google.hr/books?id=iAgmAQAAIAAJ&dq=Integrating Educational Technology Into Teaching 2nd edition&source=gbs_similarbooks|Roblyer, M. D., Edwards, J., & Havriluk, M. A. Integrating educational technology into teaching (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. 1997.]]))   .
+  * da ovi nedostaci posebno vrijede za početnike((23)  23) 23) 23) 23) 23) 23) 23) 23) 23) 23)  [[http://books.google.hr/books?id=iAgmAQAAIAAJ&dq=Integrating Educational Technology Into Teaching 2nd edition&source=gbs_similarbooks|Roblyer, M. D., Edwards, J., & Havriluk, M. A. Integrating educational technology into teaching (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. 1997.]])) .
 Iako konstruktivizam također uključuje metode učenja sa određenim stupnjem vođenja i ne samo učenje otkrivanjem te instrukcijama minimalnog navođenja, kritike tvrde da te metode i dalje ne uvažavaju dokazane prednosti vođenja, praktičnih primjera i potiču veća kognitivna opterećenja koja zatim rezultiraju u smanjenju resursa dostupnih za učenje uslijed orijentiranja traženju rješenja na određeni problem.

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