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Constructivism.

It is a school of thought that emphasizes
both the learner’s role in constructing
meaning out of their social interactions
with the environment.
       1-Cognitive Constructivism
       2-Social Constructivism
 1. Cognitive Constructivism:
Learners must inductively discover and
transform complex information if they are
to make it their own.



For PIAGET:
Learning is a developmental process that
involves change, self generation and
construction each building on prior
learning experiences.
Piaget's Key Ideas

Adaptation           What it says:
                     adapting to the world through assimilation and
                     accommodation

                     The process by which a person takes material into their mind
Assimilation         from the environment, which may mean changing the evidence
                     of their senses to make it fit.

              The difference made to one's mind or concepts by the process
Accommodation of assimilation.
              Note that assimilation and accommodation go together: you
              can't have one without the other.

                     The ability to group objects together on the basis of common
Classification       features.

                     The understanding, more advanced than simple classification,
Class Inclusion      that some classes or sets of objects are also sub-sets of a larger
                     class.
                      (E.g. there is a class of objects called dogs. There is also a
                     class called animals. But all dogs are also animals, so the class
                     of animals includes that of dogs)
                     The realization that objects or sets of objects stay the same
Conservation         even when they are changed about or made to look different.
                     The ability to move away from one system of classification to
                     another one as appropriate.
Decentration
                     The belief that you are the centre of the universe and
                     everything revolves around you: the corresponding inability to
Egocentrism          see the world as someone else does and adapt to it. Not moral
                     "selfishness", just an early stage of psychological
                     development.
                     The process of working something out in your head. Young
Operation            children (in the sensorimotor and pre-operational stages) have
                     to act, and try things out in the real world, to work things out
                     (like count on fingers): older children and adults can do more
                     in their heads.
                     The representation in the mind of a set of perceptions, ideas,
Schema (or scheme)   and/or actions, which go together.

Stage                A period in a child's development in which he or she is capable
                     of understanding some things but not others
Stages of Cognitive Development

       Stage                                  Characterised by

                    Differentiates self from objects
Sensori-motor
                    Recognizes self as agent of action and begins to act intentionally:
(Birth-2 yrs)       e.g. pulls a string to set mobile in motion or shakes a rattle to make
                    a noise

                    Achieves object permanence: realizes that things continue to exist
                    even when no longer present to the sense (pace Bishop Berkeley)


                    Learns to use language and to represent objects by images and
                    words
Pre-operational
                    Thinking is still egocentric: has difficulty taking the viewpoint of
(2-7 years)         others

                    Classifies objects by a single feature: e.g. groups together all the red
                    blocks regardless of shape or all the square blocks regardless of
                    colour

                    Can think logically about objects and events
Concrete
                    Achieves conservation of number (age 6), mass (age 7), and weight
operational         (age 9)

(7-11 years)        Classifies objects according to several features and can order them
                    in series along a single dimension such as size.

                    Can think logically about abstract propositions and test hypotheses
Formal              systematically
operational
                    Becomes concerned with the hypothetical, the future, and
(11 years and up)   ideological problems
Piaget's Developmental Thoery
Suggests that a child's cognitive abilities
progess through four different stages:
    sensorimotor
    preoperational
    concrete operational
    formal operational


  2. Social Constructivism.
  Emphasizes the importance of social
  interaction and cooperative learning in
  constructing both cognitive and
  emotional images of reality.


-Constructivist research tends to focus on
individuals engaged in social practices on a
collaborative group on a global community
Constructivism Lev Vygotsky.




He is the champion of constructivism.
 Children thinking and meaning making is
socially constructed and emerges out of
their social interactions with the
environment.
Vygotsky ZPD
Zone of Proximal Development.
The distance between learners existing
developmental state and their potential
development.
-a learner has not yet learned but is
capable of learning with appropriate
stimuli.
What is the Zone of Proximal
             Development?
The ZPD is the difference between what
a learner can do without help and what
he or she can do with help.
Vygotsky ZPD Zone of Proximal
Development (Unity of learning and
development) contrasted with Piaget
theories of learning,
-stages development.
-setting a precondition or readiness of
learning.
-individual cognitive development.
-biological timetables.
(social interaction only to trigger
development)
El constructivismo es una corriente de la didáctica que se basa en la teoría del conocimiento

constructivista. Postula la necesidad de entregar al alumno herramientas que le permitan crear sus

propios procedimientos para resolver una situación problemática, lo cual implica que sus ideas se

modifiquen y siga aprendiendo.

El constructivismo en el ámbito educativo propone un paradigma en donde el proceso de enseñanza-

aprendizaje se percibe y se lleva a cabo como proceso dinámico, participativo e interactivo del sujeto, de

modo que el conocimiento sea una auténtica construcción operada por la persona que aprende (por el

«sujeto cognoscente»).

Se considera al alumno como poseedor de conocimientos que le pertenecen, en base a los cuales habrá

de construir nuevos saberes. No pone la base genética y hereditaria en una posición superior o por

encima de los saberes. Es decir, a partir de las conocimientos previos de los educandos, el docente guía

para que los estudiantes logren construir conocimientos nuevos y significativos, siendo ellos los actores

principales de su propio aprendizaje. Un sistema educativo que adopta el constructivismo como línea

psicopedagógica se orienta a llevar a cabo un cambio educativo en todos los niveles.

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Constructivism Piaget and Vygotsky

  • 1. Constructivism. It is a school of thought that emphasizes both the learner’s role in constructing meaning out of their social interactions with the environment. 1-Cognitive Constructivism 2-Social Constructivism 1. Cognitive Constructivism: Learners must inductively discover and transform complex information if they are to make it their own. For PIAGET: Learning is a developmental process that involves change, self generation and construction each building on prior learning experiences.
  • 2. Piaget's Key Ideas Adaptation What it says: adapting to the world through assimilation and accommodation The process by which a person takes material into their mind Assimilation from the environment, which may mean changing the evidence of their senses to make it fit. The difference made to one's mind or concepts by the process Accommodation of assimilation. Note that assimilation and accommodation go together: you can't have one without the other. The ability to group objects together on the basis of common Classification features. The understanding, more advanced than simple classification, Class Inclusion that some classes or sets of objects are also sub-sets of a larger class. (E.g. there is a class of objects called dogs. There is also a class called animals. But all dogs are also animals, so the class of animals includes that of dogs) The realization that objects or sets of objects stay the same Conservation even when they are changed about or made to look different. The ability to move away from one system of classification to another one as appropriate. Decentration The belief that you are the centre of the universe and everything revolves around you: the corresponding inability to Egocentrism see the world as someone else does and adapt to it. Not moral "selfishness", just an early stage of psychological development. The process of working something out in your head. Young Operation children (in the sensorimotor and pre-operational stages) have to act, and try things out in the real world, to work things out (like count on fingers): older children and adults can do more in their heads. The representation in the mind of a set of perceptions, ideas, Schema (or scheme) and/or actions, which go together. Stage A period in a child's development in which he or she is capable of understanding some things but not others
  • 3. Stages of Cognitive Development Stage Characterised by Differentiates self from objects Sensori-motor Recognizes self as agent of action and begins to act intentionally: (Birth-2 yrs) e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realizes that things continue to exist even when no longer present to the sense (pace Bishop Berkeley) Learns to use language and to represent objects by images and words Pre-operational Thinking is still egocentric: has difficulty taking the viewpoint of (2-7 years) others Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour Can think logically about objects and events Concrete Achieves conservation of number (age 6), mass (age 7), and weight operational (age 9) (7-11 years) Classifies objects according to several features and can order them in series along a single dimension such as size. Can think logically about abstract propositions and test hypotheses Formal systematically operational Becomes concerned with the hypothetical, the future, and (11 years and up) ideological problems
  • 4. Piaget's Developmental Thoery Suggests that a child's cognitive abilities progess through four different stages: sensorimotor preoperational concrete operational formal operational 2. Social Constructivism. Emphasizes the importance of social interaction and cooperative learning in constructing both cognitive and emotional images of reality. -Constructivist research tends to focus on individuals engaged in social practices on a collaborative group on a global community
  • 5. Constructivism Lev Vygotsky. He is the champion of constructivism. Children thinking and meaning making is socially constructed and emerges out of their social interactions with the environment.
  • 6. Vygotsky ZPD Zone of Proximal Development. The distance between learners existing developmental state and their potential development. -a learner has not yet learned but is capable of learning with appropriate stimuli.
  • 7. What is the Zone of Proximal Development? The ZPD is the difference between what a learner can do without help and what he or she can do with help. Vygotsky ZPD Zone of Proximal Development (Unity of learning and development) contrasted with Piaget theories of learning, -stages development. -setting a precondition or readiness of learning. -individual cognitive development. -biological timetables. (social interaction only to trigger development)
  • 8. El constructivismo es una corriente de la didáctica que se basa en la teoría del conocimiento constructivista. Postula la necesidad de entregar al alumno herramientas que le permitan crear sus propios procedimientos para resolver una situación problemática, lo cual implica que sus ideas se modifiquen y siga aprendiendo. El constructivismo en el ámbito educativo propone un paradigma en donde el proceso de enseñanza- aprendizaje se percibe y se lleva a cabo como proceso dinámico, participativo e interactivo del sujeto, de modo que el conocimiento sea una auténtica construcción operada por la persona que aprende (por el «sujeto cognoscente»). Se considera al alumno como poseedor de conocimientos que le pertenecen, en base a los cuales habrá de construir nuevos saberes. No pone la base genética y hereditaria en una posición superior o por encima de los saberes. Es decir, a partir de las conocimientos previos de los educandos, el docente guía para que los estudiantes logren construir conocimientos nuevos y significativos, siendo ellos los actores principales de su propio aprendizaje. Un sistema educativo que adopta el constructivismo como línea psicopedagógica se orienta a llevar a cabo un cambio educativo en todos los niveles.