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Constructivism is a major educational paradigm that is rooted in Piaget and Vygotsky's theories. It holds that people actively construct their own understanding through experiences. Key methods include problem-based learning, inquiry-based learning, and discovery learning which promote active participation. Constructivism emphasizes that learning is social and builds upon prior knowledge and experiences.

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キジャ しろへび
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35 views3 pages

Sunum

Constructivism is a major educational paradigm that is rooted in Piaget and Vygotsky's theories. It holds that people actively construct their own understanding through experiences. Key methods include problem-based learning, inquiry-based learning, and discovery learning which promote active participation. Constructivism emphasizes that learning is social and builds upon prior knowledge and experiences.

Uploaded by

キジャ しろへび
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We take content rights seriously. If you suspect this is your content, claim it here.
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Constructivism has become a major paradigm in education in recent years, with a major

intellectual influence on the development of pedagogy rooted in Piaget's cognitive


development and Vygotsky's sociocultural theory. In recent decades, many researchers and
scientists believed that constructivism represented a transition from education based on
behaviorism to education based on cognitive theory.

The basic premise of constructivist theory is that people create their own meaning through
experience. Constructivism has its roots in the cognitive theories of Piaget and Vygotsky and
shares some aspects of both theories. From Piaget, we learn about active learning, schemas,
assimilation and adaptation, and from Vygotsky, we learn about social constructivism,
group work, and apprenticeship. Constructivism aims to teach all the details that lead to the
main idea, and students discover the main idea and guide them then fill in the details.

We have some important names to mention when it comes to Constructivism. The main
contributors of Constructivism are Piaget, Vygotsky and Bruner. Piaget and Bruner shares the
same idea that constructivism focuses on how the individual process occurs and it relates new
information to information already in the mind. Meanwhile, Vygotsky views Constructivism
through socio-constructivist perspective. In this case, the theory of Vygotsky emphasized in
the learning based on context through the interaction with others.

Methods
Constructivist theory includes various teaching methods such as problem-based learning,
inquiry-based learning, project-based learning, case-based teaching, and discovery learning,
which promote active participation in lessons.

Problem-based learning: Problem-Based Learning (PBL) uses complex real-world


problems to promote student learning of concepts and principles as opposed to direct
presentation of facts and concepts. It develops critical thinking skills, problem-solving
abilities, and communication skills. For example, students can use their ideas to create a
product to deal with a societal need. For conceptualizing, designing, presenting etc. they
can work in groups or independently to show their product.

Inquiry-based learning: In Inquiry-based learning, The teacher introduces a new topic or


concept. Students explore the topic through research, direct instruction, and hands-
on activities. Students develop questions related to the topic, make predictions, and
hypothesize. It develops critical thinking, problem solving skills, communication skills
and so on. Examples for this method can be debates, field trips and topic related
projects.

Project-based learning gives learners the opportunity to apply theoretical knowledge to real-
world problems in the classroom. In PBL, classrooms are organized so that students work
together on real-world tasks or problems. By inviting students to engage in hands-on learning
activities, they acquire and solidify knowledge in a way that directly applies to their lives. it
aims to build students’ creative capacity to work through difficult problems.
Case-based learning engages students in discussion of specific scenarios that resemble or
typically are real-world examples. This method is learner-centered with intense interaction
between participants as they build their knowledge and work together as a group to examine
the case. The instructor's role is that of a facilitator while the students collaboratively analyze
and address problems and resolve questions that have no single right answer.

Discovery-Based Learning t allows students to be in control of their learning through hands-


on exploration and inquiry without an emphasis on memorizing and repeating concepts, but to
learn through unique experiences. It develops critical thinking, problem-solving skills
and boosts creativity, reasoning, memory, and attention. Carefully constructed
simulations and experimentations can be given as an example.

Principles
The basic principle of Constructivism means that knowledge builds on other knowledge.
Students take the pieces and put them together in their own way. Students' previous
knowledge, experiences, beliefs and insights are all important foundations for further
learning.

Learning involves the construction of meaning and meaning systems.For example, when
students learn the dates of a series of historical events in a chronology, they are also
learning the meaning of the chronology.When students write history essays, they also learn
grammar and writing principles.Everything we learn will help us understand more about
other things in the future.

Learners must do something to learn.It is not a passive activity.Learners need to engage


with the world in order to be actively involved in their own learning and development.You
can't just sit there and expect to be told something and learn something, you will need to
participate in discussions, readings, activities, etc.

Learning is directly related to connections with other people.Teachers, family members,


colleagues, and acquaintances influence our learning. Social interaction is key to learning,
and we use conversations, interactions, and group applications to help students retain
knowledge.

Students learn in ways that relate to what they already know, rather than learning isolated
facts and theories that are disconnected from the rest of their lives. Basically what we
learn and remember is related to what is happening around us.

Each person have their own background and experience. Therefore, how and what people
learn and benefit from education varies widely.

Hands-on experience and physical activity are necessary for learning, but they are not
sufficient. Learning must also include activities that engage the mind. Mental experiences
are needed for retaining knowledge.

Students cannot learn if they are not motivated. Educators must find ways to engage and
motivate learners, stimulate their thinking, and help them become more enthusiastic.
Without motivation, it is difficult for learners to utilize their past experiences and connect
them to new learning.
Interaction Theory

Developed by Vygotsky, the interactionist approach believes that language exists for the
purpose of communication and is best learned through interaction with adults and other
children. It emphasizes the significance of the context and culture in which the language is
taught.

Keypoints

The Interaction Theory, focuses heavily on pairs and small groups. For example, students
learn primarily through interactions with their peers, teachers, and parents. Teachers promote
and facilitate discourse by using the natural flow of talk in the classroom. According to social
constructivism, good teaching and learning rely primarily on interaction and conversation,
with the major focus on students' understanding of the discussion. They’re are active
participants in the creation of their own knowledge.

The zone of proximal development (ZPD) is a key concept in Vygotsky's theory of


Interaction, emphasizing the role of the teacher in an individual's learning process. The ZPD
distinguishes between activities that a student can complete on his or her own and those that
require the assistance of a teacher. According to the ZPD, with the assistance of a teacher,
learners can understand and master knowledge and abilities that they would be unable to do
on their own (Schreiber & Valle, 2013). Once students master a skill, they can now complete
it alone. In this idea, the instructor plays an integral role in the students acquisition of
knowledge, rather than remaining as a passive figure.

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