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Learning Theories (Constructivist Learning (Theory (Definition (Learners…

- - - - Learners as knowledge builders
      - Own understanding of the world
      - Extensive knowledge
    - - Piaget
        
        Active learning
        
        Making sense of the world
        
        Developmental stages
        
        Logical machine
      - Cognitive Science
        
        Vosniadou, S.
        
        Synthetic Models
        
        Mind as a computer
        
        Extensive knowledge
    - - Types of learning
        
        Accommodation
        
        Reestructuring
        
        Assimilation
        
        Adding
      - Discovery Learning
        
        New ideas + Existing understanding
      - Two approaches
        
        Few core capabilities (Piaget)
        
        Acummulation of large systems of knowledge and capabilities (Cognitive S)
  - - - Personal process
      - Self-engagement
      - Constant (In-school/Out-school)
      - Meaningful frameworks
    - - Instructors role
        
        Engage learners
        
        Know his students
        
        Provide tasks
        
        Authentic
        
        Sensible
    - - Daily-basis activities
      - Sports
      - Concepts assimilation
- - - - Legitimate Peripheral Participation
      - Funds of Knowledge
      - Zone of Proximal Development
    - - Authentic
      - False
    - - Figured World
      - Context
      - Identity
      - Perceived Self-Efficacy / Confidence
  - - - Socio Cultural Theory
        
        Bronfenbrenner
        
        Ecological system
        
        Whiting & Whiting
        
        Psycho-cultural model
    - - Communities of Practice
    - - Situated Cognition
- - - - Contradiction/equilibration
      - Logical Thinking
      - Development precedes learning
  - - - Learning by dialogue
      - Genetic development (Categorical perception, logical memory, conceptual thinking, self-regulated attention)
      - Social learning precedes development
      - Zone of proximal development
      - Auxiliary stimuli
- - - - Modeling
      - Coaching
      - Articulation
      - Reflection
      - Exploration
  - - - Modeling
      - Coaching
      - Scaffolding
      - Fading
  - - - Reasoning
        
        Combinational
        
        Propositional
        
        Hypothetical-Deductive
      - Phases of Inquiry
        
        Problem Presentation
        
        Hypothesis
        
        Gathering of info
        
        Data analysis
        
        Hypothesis test
- - - - Accretion
      - Tuning
      - Reconstructing
- - - - Cues
        
        Programmed Cues
        
        Organic Cues
        
        Behavior
        
        Consequences
        
        Negative
        
        Positive
    - - Identify Learning goals;
      - Determine contingency of reinforcement;
      - Implement program of behavior change
    - - Respondent to the stimuli in the Environment
      - Experience Consequences that follow behavior and determine whether it is repeated
- - - - Primary Reinforcers
      - Conditioned Reinforcers
        
        Negative Reinforcers
        
        Positive Reinforcers
        
        Behavior Srengthened
        
        Behavior Observation
        
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    - - Punishment
        
        Behavior Weakened
      - Reinforcement Removal
        
        Extinction
        
        Response Cost
        
        Timeout
    - - Shaping
        
        New Behavior
        
        Maintenance
      - Chaining
      - Fading