PSY 263 401 CHAPTER 10 SLIDES
- 1. Chapter 10 Constructivist Learning Theory, Problem Solving, and Transfer
- 2. Overview • Meaningful Learning Within a Constructivist Framework • The Nature of Problem Solving • Transfer of Learning • Technology Tools for Knowledge Construction and Problem Solving © 2013 Cengage Learning. All rights reserved. 10 | 2
- 3. Meaningful Learning Within a Constructivist Framework • Meaningful learning occurs when individuals construct a personal interpretation of the world by filtering new ideas and experiences through existing knowledge structures (i.e., schemes) © 2013 Cengage Learning. All rights reserved. 10 | 3
- 4. Discovery Learning: An Early Constructivist Perspective • Discovery Learning: An Early Constructivist Perspective Too much school learning emphasizes rote learning of verbal statements and mathematical formulas that cannot be applied outside the classroom Children should be helped to figure out how to solve problems. An approach that today is called inquiry learning See Online Video Case “Elementary School Language Arts: Inquiry Learning” © 2013 Cengage Learning. All rights reserved. 10 | 4
- 5. Constructivism Today • Constructivism Today Common Claims that Frame Constructivism – Meaningful learning is the active creation of knowledge structures from personal experience – Knowledge structures are created from interpretations of personal experience and from interactions with others who have different ideas – Self-regulation is a key to successful learning – Solving authentic problems contributes to meaningful learning and transfer © 2013 Cengage Learning. All rights reserved. 10 | 5
- 6. Meaningful Learning Within a Constructivist Framework • Constructivism Today Three Variations on a Constructivist Theme – Cognitive Constructivism: Emphasizes the development of meaningful learning by focusing on the cognitive processes that take place within individuals – Social Constructivism: Emphasizes the development of meaningful learning by focusing on culture and social interactions – Critical Constructivism: Emphasizes the effect of teachers’ assumptions about students from various racial, ethnic, and SES backgrounds on students’ knowledge construction © 2013 Cengage Learning. All rights reserved. 10 | 6
- 7. Putting Constructivist Learning in Perspective • Putting Constructivist Learning in Perspective Cognitive Apprenticeship – Teachers model cognitive processes that students eventually take responsibility for as they become more skilled Situated Learning – Students given learning tasks situated in realistic contexts Multiple Perspectives – Students given opportunities to view ideas and problems from multiple ways © 2013 Cengage Learning. All rights reserved. 10 | 7
- 8. The Nature of Problem Solving • Three Common Types of Problems Well-structured problems – Clearly formulated, solved by specific procedure, solution evaluated against agreed-upon standard Ill-structured problems – Complex, few clues to solution procedures, lessdefinite criteria for measuring solution Issues – Ill-structured problems that arouse strong feelings and drive people into opposing camps as to the nature of and solution to the problem © 2013 Cengage Learning. All rights reserved. 10 | 8
- 9. Helping Students Become Good Problem Solvers • Helping Students Become Good Problem Solvers Realize That a Problem Exists Understand the Nature of the Problem Compile Relevant Information Formulate and Carry Out a Solution Evaluate the Solution © 2013 Cengage Learning. All rights reserved. 10 | 9
- 10. Helping Students Become Good Problem Solvers –Realize That a Problem Exists • Helping Students Become Good Problem Solvers Step 1: Realize That a Problem Exists – Often called problem finding – Depends on curiosity and dissatisfaction with the status quo – Most people not particularly skilled at problem finding, because schools emphasize solving well-structured problems © 2013 Cengage Learning. All rights reserved. 10 | 10
- 11. Helping Students Become Good Problem Solvers – Understand the Nature of the Problem • Helping Students Become Good Problem Solvers Step 2: Understand the Nature of the Problem – Often called problem representation or problem framing – Requires high level of knowledge of subject matter and familiarity with that type of problem © 2013 Cengage Learning. All rights reserved. 10 | 11
- 12. Helping Students Become Good Problem Solvers – Compile Relevant Information • Helping Students Become Good Problem Solvers Step 3: Compile Relevant Information – For well-structured problems, recall relevant information from LTM – For ill-structured problems, seek external sources of information See Online Video Case “Constructivist Teaching in Action: A High School Classroom Debate” © 2013 Cengage Learning. All rights reserved. 10 | 12
- 13. Helping Students Become Good Problem Solvers – Formulate and Carry Out a Solution • Helping Students Become Good Problem Solvers Step 4: Formulate and Carry Out a Solution – – – – – – – Study worked examples. Work on a simpler version of the problem Break the problem into parts Work backward Backward fading Solve an analogous problem Create an external representation of the problem © 2013 Cengage Learning. All rights reserved. 10 | 13
- 14. Helping Students Become Good Problem Solvers – Evaluate the Solution • Helping Students Become Good Problem Solvers Step 5: Evaluate the Solution For ill-structured problems . . . – Ask and answer a set of basic questions (who, what, where, when, how) – Identify imperfections and complications – Anticipate possible negative reactions from other people – Devise improvements © 2013 Cengage Learning. All rights reserved. 10 | 14
- 15. Transfer of Learning • Transfer of learning is… Students independently apply knowledge and skills to similar but new situations and tasks © 2013 Cengage Learning. All rights reserved. 10 | 15
- 16. The Nature and Significance of Transfer of Learning • The Nature and Significance of Transfer of Learning Goal of instruction is to promote positive transfer and eliminate negative or zero transfer Positive transfer can be characterized as specific versus general and near versus far © 2013 Cengage Learning. All rights reserved. 10 | 16
- 17. Positive, Negative, and Zero Transfer • The Nature and Significance of Transfer of Learning Positive, Negative, and Zero Transfer – Positive Transfer: A situation in which prior learning aids subsequent learning – Negative Transfer: A situation in which prior learning interferes with subsequent learning – Zero Transfer: A situation in which prior learning has no effect on new learning © 2013 Cengage Learning. All rights reserved. 10 | 17
- 18. Specific and General Transfer • The Nature and Significance of Transfer of Learning Specific and General Transfer – Specific Transfer: A situation in which prior learning aids subsequent learning because of specific similarities between two tasks – General Transfer: A situation in which prior learning aids subsequent learning due to the use of similar cognitive strategies © 2013 Cengage Learning. All rights reserved. 10 | 18
- 19. Near and Far Transfer • The Nature and Significance of Transfer of Learning Near and Far Transfer – Near Transfer: Knowledge domains are highly similar, the settings in which the original learning and transfer tasks occur are basically the same, and the elapsed time between the two tasks is relatively short – Far Transfer: Knowledge domains and settings are judged to be dissimilar and the time between the original learning and transfer tasks is relatively long © 2013 Cengage Learning. All rights reserved. 10 | 19
- 20. Contemporary Views of Specific/Near and General/Specific Transfer • Contemporary Views of Specific/Near and General/Specific Transfer Low-Road Transfer – A situation in which a previously learned skill or idea is almost automatically retrieved from memory and applied to a highly similar current task High-Road Transfer – A situation involving the conscious, controlled, somewhat effortful formulation of an “abstraction” that allows a connection to be made between two tasks © 2013 Cengage Learning. All rights reserved. 10 | 20
- 21. Contemporary Views of Specific/Near and General/Far Transfer • Contemporary Views of Specific/Near and General/Far Transfer Teaching for Low-Road and High-Road Transfer – Provide students with multiple opportunities for varied practice to help them develop a rich web of interrelated concepts – Give students opportunities to solve problems that are similar to those they will eventually have to solve – Teach students how to formulate for a variety of tasks general rules, strategies, or schemes that can be used in the future with a variety of similar problems © 2013 Cengage Learning. All rights reserved. 10 | 21
- 22. Teaching for Low-Road and High-Road Transfer (cont’d) • Contemporary Views of Specific/Near and General/Far Transfer Teaching for Low-Road and High-Road Transfer (cont’d) – Give students cues that will allow them to retrieve from memory earlier-learned information that can be used to make current learning easier – Teach students to focus on the beneficial effects of creating and using rules and strategies to solve particular kinds of problems © 2013 Cengage Learning. All rights reserved. 10 | 22
- 23. Technology Tools for Knowledge Construction and Problem Solving • Computer-supported Intentional Learning Environments (Knowledge Forum) Students learn how to set goals, generate and interrelate new ideas, link new knowledge to old, share ideas with peers • Quest Atlantis and Consequential Engagement An online multi-user virtual environment in which students collaborate with others to solve various problems related to a hypothetical society © 2013 Cengage Learning. All rights reserved. 10 | 23