learning_paradigms:constructivism
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learning_paradigms:constructivism [2011/07/01 09:17] jpetrovic [Criticisms] |
learning_paradigms:constructivism [2023/06/19 16:03] (current) |
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| * knowledge cannot (and need not) be transferred to the learner, but rather **constructed by the learner**, | * knowledge cannot (and need not) be transferred to the learner, but rather **constructed by the learner**, | ||
| * the learner constructs his own subjective interpretation and **subjective meaning** of the objective reality by cognizing subject, | * the learner constructs his own subjective interpretation and **subjective meaning** of the objective reality by cognizing subject, | ||
| - | * learning occurs through interaction of learner's **prior knowledge** (knowledge schemes), ideas and experience, | + | * learning occurs through interaction of learner's **prior knowledge** (knowledge schemata), ideas and experience, |
| * learning occurs in certain social, cultural and linguistic settings. | * learning occurs in certain social, cultural and linguistic settings. | ||
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| 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.]])): | 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]], [[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 | + | * **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]]((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]])), 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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