Constructivism.pptx
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This document discusses constructivism as a learning theory where learners actively construct their own knowledge through experiences rather than passively receiving information from teachers. It covers the origins of constructivism from ancient philosophers like Socrates, influential early thinkers like John Locke and Jean-Jacques Rousseau, and definitions from Jean Piaget, Lev Vygotsky, and John Dewey. The key principles of constructivism like active learning, prior knowledge, social context, and reflection are outlined. Examples of constructivist classrooms and educational implications are provided. Different types of constructivism like trivial, radical, and social constructivism are defined. Jean Piaget's cognitive constructivism and Lev Vygotsky
Constructivism.pptx
- 1. Constructivist Approach in Learning Dr.M.Deivam Assistant Professor (Contract) Department of Education The Gandhigram Rural Institute (Deemed to be University) Gandhigram, Dindigul District, Tamil Nadu – 624 302
- 2. Ancestors to Constructivism: •Ancient Philosophers: Philosophers like Socrates and Plato emphasized the importance of active engagement in the learning process. Socratic questioning encouraged learners to critically think and construct their understanding. •Renaissance Period: Renaissance humanists emphasized individual learning and exploration, paving the way for learner-centered approaches.
- 3. Early Philosophical Foundations: John Locke (17th century): Advocated the "tabula rasa" concept, suggesting that individuals are born with a blank slate and knowledge is acquired through experiences. Jean-Jacques Rousseau (18th century): Proposed the idea of "natural education," which suggested that education should respect the individual's innate abilities and interests.
- 4. Constructivism •Constructivism is a learning theory that states that learners actively construct their own knowledge and understanding of the world. • This is in contrast to the traditional view of learning, which is that knowledge is transmitted from teacher to student.
- 5. Constructivism: Definitions Jean Piaget: "Constructivism is the view that knowledge is actively constructed by the learner rather than passively received." Lev Vygotsky: "The child learns through social interaction with others, and that the social context plays a major role in the construction of knowledge." John Dewey: "Learning is a process of inquiry, in which the learner actively seeks to make sense of the world around them."
- 6. Contd., Ernst von Glasersfeld: "Knowledge is not passively received, but actively constructed by the individual through their experiences." Sandra Wilson: "Constructivism is a learning theory that emphasizes the importance of the learner's active participation in the construction of knowledge." Kearsley, 1999: constructivism as a learning theory in which learning is seen as an active process in which learners construct new ideas or concepts based upon their current and past knowledge
- 7. Principles of constructivism Active Learning: Constructivism recognizes learning as a process of actively making sense of information and experiences. Learners are encouraged to be actively involved in their own learning process. Prior Knowledge: Learners bring their unique prior knowledge, experiences, and beliefs to a learning situation. This prior knowledge serves as a foundation upon which new knowledge is constructed. Social Context: Learning is most productive in a social context. Constructivist learning environments encourage learners to work together and engage in authentic activities and contexts.
- 8. Contd., Reflection and Meaning-Making: Learners reflect on their experiences, create mental representations, and incorporate new knowledge into their existing schemas. This promotes deeper learning and understanding Personal Construction of Knowledge: Constructivism believes that learners actively construct or make their own knowledge. Reality is determined by the experiences of the learner, and meaning is influenced by the interaction of prior knowledge and new events Facilitative Role of the Teacher: In the constructivist model, the teacher functions as a facilitator who coaches, mediates, prompts, and helps students develop and assess their understanding. The teacher supports learners in constructing their own knowledge
- 9. Application of Constructivism in Education Constructivist Classrooms: • Teachers facilitate collaborative learning environments. • Students actively participate in their own learning. • Teachers guide and support rather than solely instruct. • Learning groups are small and interactive.
- 10. Characteristics of Constructivist Classrooms • Shared knowledge between teachers and students. • Teachers serve as guides and facilitators. • Emphasis on student questions, interests, and existing knowledge. • Interactive learning, student-centered approach. • Dialogue between teachers and students to construct knowledge. • Students often work in groups.
- 11. Benefits of Constructivist Classrooms: • Promotes critical thinking, problem- solving, and active engagement. • Fosters collaborative skills and real- world application of knowledge. • Encourages student ownership of learning process.
- 12. Types of constructivism Trivial Constructivism Radical Constructivism Personal and Social Constructivism Objectivism and Constructivism
- 13. Trivial Constructivism •Trivial constructivism, coined by Vorr Glasersfeld in 1990, is considered the simplest form of constructivism. •It aligns with the principle that learners actively construct knowledge based on what they already know. •Learning is an active process where new knowledge is built upon prior knowledge. •Knowledge is not impersonal; it's tied to the learner and is developed through personal construction.
- 14. Radical Constructivism: •This is an approach that takes the concept of constructivism to a more extreme level. • Knowledge is entirely constructed by individuals and that • Learners create their own mental models based on their experiences, and these models can differ from person to person.
- 15. Personal and Social Constructivism: •Personal constructivism focuses on individual learners' cognitive processes and their ability to construct meaning. •Social constructivism, emphasizes the role of social interactions and collaboration in knowledge construction. •It suggests that learning is enhanced when learners engage in meaningful interactions with others and collectively construct knowledge.
- 16. Objectivism and Constructivism • Objectivism represents the idea that there is a fixed reality or truth that exists independently of individual perceptions. • Constructivism, on the other hand, challenges this notion by suggesting that knowledge is constructed by individuals based on their experiences and perspectives. • These two viewpoints represent a philosophical contrast, where objectivism assumes an external truth, while constructivism focuses on internal
- 18. Educational Practices •Constructivism has transformed educational practices: • Student-centered classrooms. • Active learning methodologies. • Collaborative and experiential learning. • Personalized and interactive technology- driven learning.
- 19. Advantages •Students are more engaged in the learning process. •Students develop deeper understanding of the material. •Students develop better problem-solving skills •Students learn to work collaboratively. •Students become more independent learners.
- 20. Limitations •It can be time-consuming and resource- intensive. •It can be difficult to assess student learning. •It may not be appropriate for all students.
- 21. JEAN PIAGET’S – Cognitive constructivism • Jean Piaget was a Swiss psychologist who developed the theory of cognitive constructivism. Cognitive constructivism is a learning theory that states that learners actively construct their own knowledge and understanding of the world. • Schema: • A "schema" is a cognitive framework or mental structure that individuals use to organize and understand their experiences and the world around them. • Piaget used the term "schema" to describe a person's understanding of different aspects of their world. • A schema is like a map or an outline that helps individuals make sense of their experiences. • Schemata are developed through experiences and observations, and
- 22. Contd., • Assimilation: • Assimilation involves incorporating new information or experiences into existing mental frameworks (schemata). • It's the process of interpreting new information in a way that fits with one's current understanding of the world. • Accommodation: • Accommodation is the process of adjusting or modifying existing schemata to incorporate new information or experiences that don't fit. • It's about adapting one's cognitive structures to accommodate new learning.
- 23. Contd., • Equilibration: • Equilibration is the process of balancing assimilation and accommodation. • It's a drive to maintain a balance or equilibrium between existing schemata and new information. • Children and individuals strive to achieve a cognitive balance by adjusting their schemata based on new experiences. • Equilibration drives cognitive development and is seen when learners refine their strategies to improve their understanding.
- 24. Educational Implications Provide hands-on experiences: Students should be given opportunities to learn by doing. This will help them to make connections between their learning and their own experiences. Allow for exploration and discovery: Students should be encouraged to explore and discover new information on their own. This will help them to develop their problem-solving skills and to learn at their own pace. Be sensitive to individual differences: Students learn at different rates and in different ways. Teachers should be sensitive to these differences and should provide instruction that is tailored to the individual needs of each student.
- 25. Contd., Encourage active participation: Students should be encouraged to participate actively in their own learning. This can be done through discussions, debates, and hands-on activities. Provide feedback: Students should receive regular feedback on their progress. This will help them to identify areas where they need to improve and to make progress towards their learning goals.
- 26. Lev Vygotsky’s – Social Constructivism • He was born in Russia on November 17, 1896 and died on June 11, 1934 at the age of 37. • His work began when he was studying learning and development to improve his own teaching. • He wrote on language, thought, psych ology of art, learning and development and educating students with special needs.
- 27. Contd., •His experience, together with his interest in literature and his work as a teacher, led him to recognize social interaction and language as two central factors in cognitive development. •His theory became known as Socio-Cultural Theory of Development.
- 28. Social Interaction •Vygotsky emphasized that effective learning happens through participation in social activities. •Parents , teachers and other adults in the learner’s environment all contribute to the process. They explain, model, assist, give directions and provide feed back. •Peers, on the other hand, cooperate and collaborate and enrich the learning experience.
- 29. More Knowledgeable Other •The More Knowledgeable Other (MKO) is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. •Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the case. Many times, a child's peers or an adult's children may be the individuals with more knowledge or experience.
- 30. Zone of Proximal Development •The concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotsky's work, the Zone of Proximal Development. •This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.
- 32. Contd., •Vygotsky (1978) sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions.
- 33. Vygotsky and Language • Vygotsky believed that language develops from social interactions, for communication purposes. Vygotsky viewed language as man’s greatest tool, a means for communicating with the outside world • According to Vygotsky (1962) language plays two critical roles in cognitive development: • 1: It is the main means by which adults transmit information to children. • 2: Language itself becomes a very powerful tool of intellectual adaptation.
- 34. Children do this by using language in three forms, 1. Social speech- talking to others 2. Private speech – this is speech directed to oneself by talking aloud 3. Internalized private speech – (inner speech) the child can act without talking aloud as self-regulation and thought begins to develop.
- 35. Scaffolding •The concept of scaffolding is closely linked to the idea of ZPD. It means changing the level of support as per the child’s need. During a teaching session, a skilled teacher adjusts his/her instructions as per the amount of guidance required for the child to master the skill (Devries, 2001).
- 36. Vygotsky's theory differs from that of Piaget in a number of important ways
- 37. Vygotsky’s theory: Educational Implications •Vygotsky’s theory has been appreciated and applied by many teachers to the field of education (Rowe &Wertsch, 2004) •Assess the child’s ZPD: skilled helper should present the child with tasks of varying levels of difficulty to determine the level at which instructions should begin. •Use the child’s ZPD in teaching: teaching should begin towards the upper limit of the child’s zone and one should offer ‘just enough’ assistance or support only when needed.
- 38. Contd., •Use more-skilled peers as teachers: children also benefit from support of their skilled peers or children who are slightly elder to them. •Monitor and encourage children’s use of private speech: in the elementary school years, encourage the child to internalize and regulate their talk to themselves. •Place the instructions in a meaningful context: provide students with opportunities to experience learning in real world setting
- 39. Educational implications •Encourage collaborative learning •Provide scaffolding •Use culturally relevant materials •Promote critical thinking
- 40. References • Chauhan S.S, (2005). Advanced Educational Psychology 7th edition, vikas publishers house Pvt Ltd, Noida • Devaki,N.(2015), Psychopedagogy, Shanlax Publications, Madurai. • https://egyankosh.ac.in/bitstream/123456789/8303/1/Unit-19.pdf • https://egyankosh.ac.in/bitstream/123456789/71223/1/Unit-7.pdf
- 41. Thank You