Module 3: Constructivist and Learning

A constructivist learning theory definition - "a learning theory that claims  indiivduals actively construct new knowledge from their experience rather than acquiring knowledge from outside to within the learner."
"Knowledge is individually constructed through interactions with the environment and others (cognitive) and is co-constructed through interactions with others (social)." Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists

Piaget's area of research was development of mathematical and logical concepts using the principles of:
1. "Children will provide different explanations of reality at different stages of cognitive development.
2. Cognitive development is facilitatated by providing activities or situations that engage leaners and require adaption, assimilations, and accomodations.
3. Learning materials and activities should involve the appropriate level of motor or mental operations for a child of a given age; avoid asking students to perform tasks that are beyond their current cognitive capabilities.
4. Use teaching methods that actively involve students and present challenges."
Vygotsky's area of research was the content of language learning in children using the principles of:
1. "Cognitive development is limited to a certain range at any given age.
2. Full cognitive development requires social interaction."
Bruner's reasearch dealt with "child development research amd originated from a conference focused on science and math learning." Bruner used the principles:
1. Instruction must be concerned with experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organizations).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given)."
Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists

This split in the constructivist ideaolgies; one social and the other individual cognitive, provides skepticism as  to either method being a viable teaching method.  Is learning a social event or an individually constructed nature as experienced by the individual student? Is learning "an individual's reaction to the experience and to the process through which understandings are formed or an interaction with others; knowledge is seen entirely as a negatiated human construct?" Retrieved from http://sites.google.com/site/constructivism512/Home/definitions-and-theorists

Significant principles for Constructivist

1. "Learning is an active process
2. Students learn to learn as they learn
3. The crucial action of constructing meaning is mental; it happens in the mind
4. Learning involves language
5. Learing is a social activity
6. Learning is contexual
7. One needs knowledge to learn
8. It takes time to learn
9. Motivation is a key factor in learning."
Retrieved from http://explanatorium.edu/IFI/resources/constructivistlearning.html



Gagne was a behavioral constructivist following Skinner principles but maintaining the cognitive perspective learning was an individual effort to construct their own knoweledge. Bandura integrates various perspectives on learning who compliments Vygotsky. WHile Seymour Papert used technology in his consctruvist views from Piaget.  Retrieved from http://wps.ablongman.com/ab_leverduffy_teachtech_2/23/6126/1568334.cw/index.html

Gardner, on the other hand, dealt primarily with "intelligences: - verbal-linguistic, logical-mathematical, visual-spatial, body-kinsethetic, musical-rhythmic, interpersonal, and intrapersonal" Retrieved from http://www.informallearning.com/archive/1999-0304-a.htm