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Education Theory/Constructivism and Social Constructivism - UCD - CTAG

Education Theory/Constructivism and Social Constructivism - UCD - CTAG
"Constructivism is the philosophical and scientific position that knowledge arises through a process of active construction."(Mascolol & Fischer, 2005) "As long as there were people asking each other questions, we have had constructivist classrooms. Constructivism, the study of learning, is about how we all make sense of our world, and that really hasn’t changed."(Brooks, 1999) Background Constructivism and Social Constructivism are two similar learning theories which share a large number of underlying assumptions, and an interpretive epistemological position. Underlying Assumptions Jonassen (1994) proposed that there are eight characteristics that underline the constructivist learning environments and are applicable to both perspectives: Constructivist learning environments provide multiple representations of reality. Epistemology The default epistemology in education is an empirical/reductionist approach to teaching and learning. Main Theorists Dewey Piaget Bruner Vygotsky According to Vygotsky:

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Learning Theories: Jerome Bruner On The Scaffolding Of Learning - Learning Theories: Jerome Bruner On The Scaffolding Of Learning by Steve Wheeler, Associate Professor, Plymouth Institute of Education In this post, we explore the work of Jerome Bruner on scaffolding of learning. This is a simplified interpretation of the theory, so if you wish to learn more, please read the original works. The Theory Bruner’s theory of scaffolding emerged around 1976 as a part of social constructivist theory, and was particularly influenced by the work of Russian psychologist Lev Vygotsky. Knowledge management Knowledge management (KM) is the process of capturing, developing, sharing, and effectively using organizational knowledge.[1] It refers to a multi-disciplined approach to achieving organisational objectives by making the best use of knowledge.[2] An established discipline since 1991 (see Nonaka 1991), KM includes courses taught in the fields of business administration, information systems, management, and library and information sciences.[3][4] More recently, other fields have started contributing to KM research; these include information and media, computer science, public health, and public policy.[5] Columbia University and Kent State University offer dedicated Master of Science degrees in Knowledge Management.[6][7][8] History[edit] In 1999, the term personal knowledge management was introduced; it refers to the management of knowledge at the individual level.[14] Research[edit] Dimensions[edit]

Student Expectations of Classroom Teaching Practices in Developing and Presenting Course Information in Hong Kong Student Expectations of Classroom Teaching Practices in Developing and Presenting Course Information in Hong Kong Jimmy Chang, Ka-fai Choi, Karen Ka-Leung Moon, Priscilla Chan, Lai-kuen Chan Abstract This paper reports Hong Kong student expectations of their lecturers’ current classroom teaching practices as well as their ideal classroom teaching practices in developing and presenting course information in one of the universities of Hong Kong. 622 usable questionnaires were analyzed through Principal Component extraction method and Varimax rotation method. Three common factors were identified as Information Technology Factor, Student Work Factor, and Traditional Teaching Factor for both current and ideal teaching practices in Hong Kong.

Constructivist Curriculum Design for Professional Development: A Review of the Literature RUNNING HEAD: Constructivist Curriculum Design [View PDF version for printing] Constructivist Curriculum Design for Professional Development: Constructivism in learning Constructivism is the label given to a set of theories about learning which fall somewhere between cognitive and humanistic views. If behaviourism treats the organism as a black box, cognitive theory recognises the importance of the mind in making sense of the material with which it is presented. Nevertheless, it still presupposes that the role of the learner is primarily to assimilate whatever the teacher presents. Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with the teacher of creating ("constructing") new meanings. We can distinguish between

Explaining Social Constructivism, Communication Teacher, 2011 Many versions of social constructivism (SC) maintain that objects exist only after they enter communicative space. At one level an object's existence is determined through an individual's sensory perception; through communicative acts, both intra- and interpersonally, they are defined and eventually embody meaning. The social process of defining the object (i.e., its construction) enables it to exist in a social context, to have meaning. Schema (psychology) In psychology and cognitive science, a schema (plural schemata or schemas) describes an organized pattern of thought or behavior that organizes categories of information and the relationships among them.[1] It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information.[2] Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemata can help in understanding the world and the rapidly changing environment.[3] People can organize new perceptions into schemata quickly as most situations do not require complex thought when using schema, since automatic thought is all that is required.[3] Main article: Schema Therapy

"Students' technology preferences" by Negin Mirriahi and Dennis Alonzo Abstract This study built on previous research in 2010 to determine changes to students’ current use of and expectations for future integration of technologies in their learning experience. The findings reveal a continued trend of conservative technology use amongst students but with a growing demand for more integration of technologies for assessment and administrative purposes, podcasts or lecture recordings in flexible and blended course designs. While academic practice has been slow to change, this study reveals a continued need for academic development to focus on strategies that enhance technology adoption amongst academic staff. Recommended Citation

What Is Active Learning? Defining "active learning" is a bit problematic. The term means different thing to different people, while for some the very concept is redundant since it is impossible to learn anything passively. Certainly this is true, but it doesn't get us very far toward understanding active learning and how it can be applied in college classrooms. We might think of active learning as an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Active learning stands in contrast to "standard" modes of instruction in which teachers do most of the talking and students are passive. Think of the difference between a jar that's filled and a lamp that's lit.

Social Constructivist Theories For a general intro to constructivism click: Overview of constructivism. Overview of Social Constructivism Another cognitive psychologist, Lev Vygotsky ( shared many of Piaget's ( assumptions about how children learn, but he placed more emphasis on the social context of learning. Piaget's cognitive theories have been used as the foundation for discovery learning ( models in which the teacher plays a limited role.

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