Constructivism and Social Constructivism
Real Experience
Discovery Learning
In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information.
John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration.
J.Bruner
J.Dewey
Cognitive Development theory (1970)/ Conception of equilibration (1985)
Language, Culture, & Knowledge
Vygotsky (1934) emphasized the role of language and culture in cognitive development and in how we perceive the world, and claimed that they provide frameworks through which we experience, communicate, and understand reality. Vygotsky's theory is based on two of the main principles: the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD).
Piaget (1970) proposed that children progress through a sequence of four stages, assumed to reflect qualitative differences in children's cognitive abilities. He later (1985) expanded this theory to explain how new information is shaped to fit with the learner's existing knowledge, and existing knowledge is itself modified to accommodate the new information.
J.Piaget
L.Vygotsky
Constructivism
Katerina Khamenka
Created on May 10, 2021
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Transcript
Constructivism and Social Constructivism
Real Experience
Discovery Learning
In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information.
John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration.
J.Bruner
J.Dewey
Cognitive Development theory (1970)/ Conception of equilibration (1985)
Language, Culture, & Knowledge
Vygotsky (1934) emphasized the role of language and culture in cognitive development and in how we perceive the world, and claimed that they provide frameworks through which we experience, communicate, and understand reality. Vygotsky's theory is based on two of the main principles: the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD).
Piaget (1970) proposed that children progress through a sequence of four stages, assumed to reflect qualitative differences in children's cognitive abilities. He later (1985) expanded this theory to explain how new information is shaped to fit with the learner's existing knowledge, and existing knowledge is itself modified to accommodate the new information.
J.Piaget
L.Vygotsky