Transcript The Learning Sciences and Constructivism

The Learning Sciences and
Constructivism
Learning Sciences: interdisciplinary science based in
psychology, education, computer science, philosophy,
sociology, anthropology, neuroscience and other fields
Assumptions
Experts have deep
conceptual knowledge
Prior
knowledge
is the key
Learning comes
From the learner
Schools must create
effective
environments
Reflection is necessary
to develop deep conceptual
knowledge
Neuroscience: Teaching with
the Brain in Mind
• Implications for teachers:
– Cognitive functions are differentiated – they are
associated with different parts of the brain
– The brain is relative plastic
– Some learning disorders
may have neurological bases.
Thus neurological testing
may be necessary
– fMRI measures the tiny
changes in the brain during
brain activity
Contructivist Views of Learning emphasizes the
active role of the learning in building
understanding and making sense of information
Learners are active in
constructing their
knowledge
Social interactions are
Important in this knowledge
Construction process
Types
1.
Psychological/Individual/Cognitive
* Individuals construct their own structures propositions, images,
concepts and schemas as they interpret experiencesthe idea of
“separate realities” = depends on the individual
* Cognitive constructivism = is less concerned about the “correct”
answer and more concerned in meaning as it is constructed
thinking become organized and abstract
* Radical constructivism = no reality or truth, just the way you see it
2. Vygotsky Social Constructivism
* Relies heavily on social interactions
* Using appropriations = reason, act and participate
using cultural tools (ways of teaching)
* Learning in a group becomes the social wave of
constructivism
* Vygotsky also considers the psychological aspect
when there is scaffolding: another person helps
the individual with the attainment of knowledge
3
Constructionism
* How public knowledge in the sciences is constructedhow
tests and teaching is done. It is also concerned with how
teachers, students, families and the community relate to
central academic issues.
How Knowledge is constructed?
And, is this Knowledge Situated or
General
1.
2.
3.
The realities and truths of the external world directs
knowledge construction
Internal processes direct knowledge construction:
* organization * assimilation * accommodation
Situated learning emphasizes learning in the real world
* It is also called enculturation:
** adopting the norms, behaviors, skills, beliefs,
language and attitudes of a particular community
4.
5.
It basically says that what is learned is specific to the
situation in which is learned
And, then, of course, what is learned should be
transferable (authentic learning
Common Elements of Constructivist
Student-Centered taching
1.
2.
3.
4.
5.
Embedded Learning in complex, realistic and relevant
learning environments authentic learning”fuzzy
problems”
Provide for social negotiation and shared responsibility
as part of learningcollaboration
Support multiple perspectives and use multiple
representations of contentuse analogies, examples
and metaphorsspiral curriculum
Nurture self awareness and
understanding on how knowledge is
constructedmetacognition
Encourage ownership in learning
stayed