Constructivism Learning Theory Essay

Constructivism attainment theory is a philosophy which enhances bookmans logical and conceptual growth. The cardinal concept within the constructivism learning theory is the role which experiences-or connections with the adjoining atmosphere-play in student education. The constructivism learning theory argues that people produce familiarity and form marrow based upon their experiences. Two of the key concepts within the constructivism learning theory which create the turn of events of an individuals new fellowship are accommodation and assimilation. assimilative causes an individual to incorporate new experiences into the old experiences.This causes the individual to develop new outlooks, rethink what were once misunderstandings, and label what is important, ultimately veering their perceptions. Accommodation, on the other hand, is reframing the serviceman and new experiences into the mental capacity already present. Individuals conceive a particular fashion in which the cos mea operates. When things do not operate within that context, they moldiness accommodate and reframing the expectations with the outcomes.Bruners Theory on ConstructivismBruners theory on constructivism encompasses the idea of learning as an active process wherein those learning are fitted to form new ideas based on what their current knowledge is as well as their past knowledge. A cognitive structure is defined as the mental processes which offer the bookman the ability to organize experiences and derive meaning from them. These cognitive structures allow the learner to push past the given information in constructing their new concepts. The learner, often a child, will take pieces of their past knowledge and experiences and organize them to base sense of what they know, then base further concepts and solve superfluous problems based upon a combination of what they already processed and what they think should be processed next. The teacher resources used should be focused on that of encouragement, aiding and allowing the student to give away the main principles on their own.Communication between the learner and teacher is the key concept. Socratic learning is suggested as the best method of communication in this hypothetic framework, as it allows theteacher to actively note any study skills the learner verbalizes, their progression, their frustrations, and form a rubric of their current learning state based on the dialogue. Seeing as this theory takes known information and expounds upon it, any teacher lesson plans, teacher worksheets, or resources should in fact be constantly building the learners knowledge in a spiral manner. The four major principles of Bruners theory on constructivism encompass 1) a predilection toward learning. The second, how a pigeonholing of knowledge is able to be constructed to best be understood by the learner. The third is effective manners for the teacher to present said material to the learner, with the quaternate and fina l aspect being the progression of rewards as well as punishments.Piagets Theory of ConstructivismJean Piaget was a philosopher from Switzerland. He was overly a instinctive scientist that was famous for the work that he did studying cognitive development and learning theories encompassed in his view of genetic epistemology. At the young age of eleven he attended high school at Switzerland Latin wherein one of his short pieces was the start of his scientific career. Piagets theory of constructivism impacts learning curriculum because teachers have to make a curriculum plan which enhances their students logical and conceptual growth. Teacher must put emphasis on the significant role that experiences-or connections with the adjoining atmosphere-play in student education. For example, teachers must bear in mind the role those fundamental concepts, such as the permanence of objects, plays when it comes to establishing cognitive structures. Piagets theory of constructivism argues that p eople produce knowledge and form meaning based upon their experiences.Piagets theory covered learning theories, teaching methods, and education reform. Two of the key components which create the construction of an individuals new knowledge are accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into the old experiences. This causes the individual to develop new outlooks, rethink what were once misunderstandings, and evaluate what is important, ultimately altering their perceptions. Accommodation, on the other hand, is reframing the world and new experiences into the mentalcapacity already present. Individuals conceive a particular fashion in which the world operates. When things do not operate within that context, they must accommodate and reframing the expectations with the outcomes.Vygotskys Theory on ConstructivismLev S. Vygotsky believed that culture is the principal determinant of cognitive progress. In Vgostskys theory on constructi vism, knowledge leads to further cognitive development. The societal configuration of intelligence states that the individual growth could not be comprehended without indication to the societal and cultural context where the aforementioned evolution is entrenched mind development is continuous. Vygotsky focuses on the actual mechanism of the development. He excludes discernible stages of development as theories and assumptions. Vygotskys theory on constructivism does not adhere to the idea that a single abstract principle is able to explain cognitive development. As a depute to Piagets constructivism, he argues that knowledge is internalization of social activity. Mediation refers to people intentionally interject items between their environment and themselves, so that they are able to modify it and gain specific benefits.Mediation is the key propoent of Vygotskys theory of constructivism. His theory offers a harmonizing viewpoint to the behaviorist view. Vygotskys theory of const ructivism supports that the use of mediators helps the human to alter their environment, and this is her way of interacting with the nature. Vygotskys theory of constructivism also supports that the use of activity mediators provides a way in which people are able to interact with the nature. Mediation is also defined as the use of certain tools within socially organized activity. There were two phenomena which encompasses the mediated relationship of individuals to their environment. These are 1) Humans use actors line and physical signs to change social relations into psychological functions between their minds and their environment. The second thing was that higher intellectual progression will actually use symbolical mediation.Apart from learning theories, Piagets theory of constructivism addresses how learning actually occurs, not focusing on what influences learning. The roleof teachers is very important. or else of giving a speak the teachers in this theory function as fac ilitators whose role is to aid the student when it comes to their own understanding. This takes away focus from the teacher and lecture and puts it upon the student and their learning. The resources and lesson plans that must be initiated for this learning theory take a very different approach toward traditional learning as well. Instead of telling, the teacher must begin asking. Instead of answering questions that only align with their curriculum, the facilitator in this case must make it so that the student comes to the conclusions on their own instead of being told.Also, teachers are continually in conversation with the students, creating the learning experience that is open to new directions depending upon the needs of the student as the learning progresses. Teachers following Piagets theory of constructivism must contend the student by making them effective critical thinkers and not being merely a teacher but also a mentor, a consultant, and a coach. Some strategies for teache r include having students working together and aiding to answer one anothers questions. Another strategy includes designating one student as the effective on a subject and having them teach the class. Finally, allowing students to work in groups or pairs and research controversial topics which they must then present to the class.Jonassen (1994) proposed that there are octette characteristics that differentiate constructivist learning environments 1. Constructivist learning environments provide multiple representations of reality. 2. Multiple representations avoid oversimplification and represent the complexity of the real world. 3. Constructivist learning environments emphasize knowledge construction inserted of knowledge reproduction. 4. Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.5. Constructivist learning environments provide learning environments such as real-world settings or case-based learning instead of predetermined sequences of instruction. 6. Constructivist learning environments encourage thoughtful reflection on experience. 7. Constructivist learning environmentsenable context- and content- dependent knowledge construction. 8. Constructivist learning environments supportcollaborative construction of knowledge through social negotiation, not competition among learners for recognition. Jonassens eight characteristics would be supported by both social and cognitive constructivists. There is, however, a difference in the emphasis these two strands on constructivism place on each of those characteristics.