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Meaning - Definition
Constructivism is a psychological theory of knowledge, which argues that humans generate knowledge and meaning from their experiences
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Origin of ConstructivismLatin words
con struere = to arrange or to give structure
Earliest Proponents: BuddhaJean PiagetJohn DeweyLev Vygotsky Jerome BrunerErnst von Glasersfeld
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Characteristics of Constructivism 1 of 2
Learning through problem- solvingExploring possible answersDeveloping products & presentations
Pursue global goalsProblem solvingResearch skills
Stress more group work
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Characteristics of Constructivism 2 of 2
Emphasis on alternative learning & assessment methodsExploration of & tests with open-ended
questions and scenariosResearchProduct developmentStudent portfoliosPerformance checklistsDescriptive narratives written by teachers
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Some Terminologies in Constructivism
Zone of Proximal Development
Scaffolding
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Needs addressed by Constructivism 1 of 2
Making skills more relevant to students’ backgrounds and experiences by anchoring learning tasks in meaningful, authentic and highly visual situations
Addressing motivation problems through interactive activities in which students must play active roles
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Needs addressed by Constructivism 2 of 2
Teaching students how to work together to solve problems through group-based, cooperative learning activities
Emphasizing engaging in activities that require higher- level skills and pre- requisite lower level skills at the same time
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Goals of InstructionLearning is an active process of constructing
rather than acquiring knowledge Instruction is a process of supporting knowledge
construction rather than communicating knowledge
Do not structure learning for the task, but engage learner in the actual use of the tools in real world situations
Learning activities should be authentic and should center around the “problematic” or “puzzlement” as perceived by the learner
The focus is on the process not the product
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Instructional ModelsAction LearningCase-Based LearningCollaborative LearningCommunities of Practic
e
Discovery Learning Distributed Learning Inquiry-Based Learning
Microworlds/Simulation
s
Problem-Based Learning (PBL)
WebQuest(s)
Collaboration and social negotiation
ExplorationMultiple perspectives
and case-based reasoning
Problem-solving activities
Reflection (imitation, replay, etc.)
Role-playingSelf-directed learningSituated Learning
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Instructor’s RoleTo construct a learning environment, and assist
students as they explore it by designing experiences that encourage assimilation and accommodation.
To suggest that lasting learning comes as a result of activities that are both meaningful to the learner and based in some social context (other learners, colleagues, instructors, clients, etc.).
To be a facilitator and architect of learning.
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Applications for InstructionPose "good" problems - realistically
complex and personally meaningful.
Create group learning activities.
Model and guide the knowledge construction process.
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Questions???
Discussions!!!
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