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Ch. 10 The Learning Sciences and Constructivism (Applying Constructivist…
Ch. 10 The Learning Sciences and Constructivism
The learning scences
basic assumptions
learning comes from the learner
experts develop deep conceptional knowledge
students prior knowledge is key
reflection is a critical component
Cognitive and Social Constructivism
two kinds constructivism
Psychological (Piaget)
concerned with how individuals make sense of the world based on individual knowledge, beliefs, self concept, identity
differ knowledge, accuracy, and generality
debate whether knowledge is mapping external reality by adapting and changing internal understanding
or by interaction of external forces and internal understandings
Social Constructionists (Vygotsky)
believe in social interaction, cultural tools, and activity shape individual development of learning - (second wave constructivism)
think by working with others acquire new strategies and knowledge in their world
thinking enculturation
enculturation is a broad and complex process of acquiring knowledge and understanding consistent with Vygotsky's theory of mediated learning
common elements of constructivist views of learning
recommend complex challenging learning environments and authentic tasks social negotiation and co-construction, multiple representations of content, and student ownership of learning
Applying Constructivist Perspectives
inquiry based vs problem solving
inquiry
begins when a teacher brings a puzzling event, question, or problem
students ask questions and form a hypothesis to explain or solve the problem
reflect on problem and thinking process needed to solve it
problem solving
learning begins with an authentic problem and to learn a subject while seeking a solution to a real problem
6 features cognitive apprenticeships share
observe an expert model
external support through coaching or tutoring
conceptual scaffolding, scaffolding faded as learner more competent
articulate knowledge putting understanding and processes and content being learned into words
reflect on their progress, comparing to expert or own earlier preformance
explore new ways to apply learning
Collaboration vs Cooperation
Collaboration
philosophy about how to relate to others how to learn and work
Cooperation
way of working with others to a shared goal
Cooperative learning
5 elements
interact face to face close together
experience positive independence need each other for support, guidance, explanations
Work as group but must demonstrate learning on own
collaborative skills may be taught an practiced beforehand
members monitor group processes and relationships to see if it is effective
task match design in cooperative learning
a structured task works with a structured technique
extrinsic rewards can enhance motivation, effort, and persistence under roles that focus on work being accomplished, or productive
Rewards for deep cognitive thinking may get in the way of the goal
Strategies for cooperative learning
reciprocal questioning
Jigsasw
Service Learning
designed to meet community needs and integrated into curriculum
Possibilities of Technology