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‘6bggt yt GOOD DAY TO EACH AND

EVERYONE! THE GROUP 4 WILL DISCUSS
ONE OF THE MAJOR LEARNING THEORY,
ENTITLED CONSTRUCTIVISM.
BEFORE WE PRESENT THE TOPIC, ALLOW

US TO INTRODUCE THE OUTLINE OF
DISCUSSION AND NAME OF PRESENTORS.
THE THEORY'S INTRODUCTION HAS
ALREADY BEEN DISCUSSED. NOW, LET US
PROCEED TO THE FOLLOWING THEORISTS
WHO AIDED IN THE LEARNING OF THEORY:
• John Dewey
• Jean Piaget
• Lev Vgotsky
• David Kolb
1.devoted his life to the question, how does knowledge grow?

Considered the chief theorists among the cognitive constructivists.
‘5Piaget was interested in the study of knowledge in children and was
intrigued by kids’ thoughts & behavior, & worked to understand their
cognitive development
2. Piaget’s theory is based on the idea that the developing child

builds cognitive structures (schemes used to understand and
respond to physical environment). • The effect of any experience
on knowledge or thinking depend on ones maturity. • He also
believed the child’s cognitive structure increased with
development.
Piaget's main idea on constructivism has to do with the individual and

how it constructs knowledge.
Piaget believed children construct new mental processes as they
interact with the environment -Behavior is based on schema
-Schema is an organized way of interacting with objects in the
world -New schemas are added and old schemas are changed as
child matures.
Adaptation of schema takes place through two

processes. 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 mental capacity 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.
Equilibration occurs when children move from one stage to another.
As they move from stage to another children are trying to make sense
of the data or information they are receiving.
3. CHARACTERISTICS OF STAGES
Each stage is a structured whole and in a state of
equilibrium (balance). The stages are qualitative within the
structures and quantitative between structures.
2. Each stage derives from the previous stage and incorporates

and transforms in order to prepare for the next. You cannot go
back in stages
3. The stages follow an invariant sequence. You can not skip a
stage.
4.The stages are universal. Culture does not impact the stages.
Children go through the same stages no matter what their cultural
background might be.
5. Each stage is a “coming into being.” Each stage is a gradual

progression.
Sensorimotor Stage Knowledge is illustrated without the use of
symbols during this time span. Since it is focused on physical
interactions and perceptions, knowledge of the environment is
minimal (and still developing). At the end of this point, some symbolic
abilities emerge.
Preoperational Stage (2-7 years old) Knowledge is illustrated by the
use of symbols during this time span. The way people use language
evolves. Memory and creativity skills are honed. Thinking is performed
in an illogical and irreversible way. The dominant mode of thought is
egov5v’-5v’centric.
Concrete Operational Stage (7-11 years) Internalized behavior is a
component of a well-organized system. Mentally executed acts The
ability to manipulate symbols connected to specific objects in a logical
and structured manner is a sign of intelligence. Egocentric thinking
becomes less prevalent.
Formal Operational Stage (11-15 years old) The rational application
of symbols to abstract ideas demonstrates intelligence. Early in the
period, there's a chance you'll revert to egocentric thinking. Many
adults may not think formally. Many people never make it this far.
Piaget believed children construct new mental processes as they

interact with the environment -Behavior is based on schema -Schema
is an organized way of interacting with objects in the world -New
schemas are added and old schemas are changed as child matures.
He is the founder and chairman of Experience Based Learning Systems
1. Concrete Experience - a new experience or situation is

encountered, or a reinterpretation of existing experience.
2. Reflective Observation of the New Experience - of particular
importance are any inconsistencies between experience and
understanding.
3. Abstract Conceptualization reflection gives rise to a new idea, or
a modification of an existing abstract concept (the person has
learned from their experience).
4. Active Experimentation - the learner applies their idea(s) to the
world around them to see what happens.
Effective learning is seen when a person progresses through a cycle of
four stages: of (1) having a concrete experience followed by (2)
observation of and reflection on that experience which leads to (3) the
formation of abstract concepts (analysis) and generalizations
(conclusions) which are then (4) used to test a hypothesis in future
situations, resulting in new experiences.
David Kolb proposed that experience was critical in the development

of knowledge construction, as learning occurs through discovery and
active participation
There are two parts to Kolb’s Experiential Learning Theory.
learning follows a four-stage cycle
focused on learning styles, or the cognitive processes that
occurred in order for acquire knowledge.
Essentially, Kolb believed that individuals could demonstrate their
knowledge when they were able to apply abstract concepts to new
situations.
Learners construct their own meaning: Students are not passive

receptacles.
New learning builds on prior knowledge: In making an effort to make

sense of information, students must make connections between old
knowledge and new information.
Learning is enhanced by social interaction: The constructivist process
works best in social settings as students have the opportunity to
compare and share their ideas with others.
Meaningful learning develops through “authentic” tasks: This aspect
of constructivism is frequently misinterpreted. Using authentic tasks
mean that activities are chosen to simulate those that will be
nb6b6b\encountered in real life or in an assignment.
Cooperative learning: Type of learning style will teach the students to

work together in small groups to maximize their own and each other's
learning and to widen the each of their knowledge.
Inquiry-based learning or IBL: Teach the student to present their
supporting evidence to answer the questions and they draw
conclusions, highlight remaining gaps in knowledge and develop plans
for future investigations.
Problem-based learning or PBL: Teach the student or learners to
acquire communication and collaboration skills with the addition of
their knowledge.
No two students are alike, and the way every person learns will vary. Our brains are
all unique, and our experiences all contribute to the different ways we learn.
Psychologists have spent countless hours performing tests to better understand how
students learn.

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B

‘6bggt yt GOOD DAY TO EACH AND

BEFORE WE PRESENT THE TOPIC, ALLOW

1.devoted his life to the question, how does knowledge grow?

2. Piaget’s theory is based on the idea that the developing child

Piaget's main idea on constructivism has to do with the individual and

Adaptation of schema takes place through two

2. Each stage derives from the previous stage and incorporates

5. Each stage is a “coming into being.” Each stage is a gradual

Piaget believed children construct new mental processes as they

1. Concrete Experience - a new experience or situation is

David Kolb proposed that experience was critical in the development

Learners construct their own meaning: Students are not passive

New learning builds on prior knowledge: In making an effort to make

Cooperative learning: Type of learning style will teach the students to

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