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Constructivist Learning Theory (Constructivist learning while centered…
Constructivist Learning Theory
Constructivism is the base of the constructivist learning theory. In this field, it is the understanding of how people learn that builds a major component of constructivist learning theory.
Epistemology is the other major component of the constructivist learning theory. In this field it is the understanding of the nature of learning.
Constructivist learning theory hinges itself on the concept that people learn from their environments and develop a sense of understanding about their world via the experiences they share with others and themselves. Through life experiences a person develops concepts of who they are and what information best fits into the world that they themselves exist in.
Knowledge within the constructivist theory includes ideas about how a person learns. As people experience new ideas and develop their understanding of the world (as they see it) their knowledge will change and their opinions about an idea will also change.
Jean Piaget was a philosopher that contributed to the field of constructivism by supporting the idea that people lean in a series of stages. Piaget broke these stages down into four different life developments. As people grow older their conception about various things change as they further develop their understandings about their environment.
Four stages of Jean Piaget's theory include the following:
Sensorimotor-birth to 2 years old
Preoperational-2-7 years old
Concrete operational-7-11 years old
Formal operational-12 year and over
Sensorimotor skills are the early developments of a persons understanding of the world and can include basic skills such as reflex and knowledge through the senses. While basic in their initial development these skills will assist a person throughout their lifetime in the development of other learned skills.
Preoperational skills developed at around the age of 2 allow a person to start negotiation with the world in a more advanced stage. Development of language and reading can be seen at this point in time.
Concrete operational skills developed at around the age of seven is the first time that a person will develop an understanding of more than just ones own self.
Formal operational skills consist of a persons ability to formulate abstract thoughts and reason.
Piaget believed that knowledge was develop from environmental factors and that knowledge itself must fit within teh reality of the environment. This theory differs from teh more traditionalist theory of knowledge needing to match the reality of the environment itself.
Downfalls of Piaget theory: Piaget was a philosopher that wrote throughout the course of his life. Researchers of Piaget while looking over his work may find that changes in his theories can be seen as he grows older. While this in itself can be detrimental to some research it in some ways supports the ideas of Piaget's four stages of development and his theory that as people grow so too do their opinions. Other shortcomings in Piaget's theory include the fact that Piaget used a variety of different means in which to communicate his ideas to people. His writings not only could be difficult to understand but also contradictory based on who the intended target audience of the original writing was for.
The theories of Lev Vygotsky.
Vygotsky like Piaget was a philosopher. Unlike Piaget, Vygotsky did not believe that all knowledge was curtained around developmental stages of a person life but instead believed that a person developed their understanding of the world based on social interactions and reflection upon the self.
Key take away's in the research of Vygotsky was in his research of how a person learns through their social environment. It was the environment presented and the ways in which the person negotiated the environment that ultimately developed the person into who they are.
Vygotsky theorized that learning would occur within what he called the "zone of proximal development" or ZDP. In this theory people learn by being challenged outside of the current zone of knowledge but within their ultimate zone of comprehension. Student support and scaffolding is used at this point to further allow for student growth.
Constructivist learning while centered around the teachings of Vygotsky and Piaget follow four basic principles:
Active learning
Learning by doing
Scaffold learning
collaborative learning
Active learning is the physical actions that go along with learning. A good example of active learning can be seen at the local high school's FFA program. Students take an active role in the caring for and presenting of animals. Teachers at this time guide students through the learning process and present to them various scenarios that allow them to further grown academically.
Learning by doing is a learning theory that concentrates on the students ability to build upon their knowledge of a topic by working through and developing ideas on their own. The role of the teacher in this sense is more of a facilitator and assist students in discovering for themselves new concepts and ideas.
Scaffolded learning is a teaching method that allows for students to use the knowledge or support of a more advanced student or teacher to assist them in their understanding of a more complex scenario/topic. Vygotsky brought attention to this theory by theorizing what he called the zone of proximal development (ZPD). In this zone students will advance further if given more support to help them advance further within their zone of comprehension.
Collaborative learning is a theory that stems from scaffold support ideology and typically runs interdiction between the teacher and the students. The main concept behind the theory is that students will be exposed to more advanced aspects of the learning and further open their envelop in their "zone of proximal development".
Use of Technology in the understanding of constructivist theory
The advancement of technology has enabled teachers to expand upon the ideas of Piaget and Vygotsky by allowing them to enhance the way learners experience their world. Tech used in the form of "construction kits or microworlds" allows students to experience ideas (society, culture and situations) that otherwise would be impossible.
A good example of a microworld can be seen in the development of online game play. Through gamification students are able to see and understand worlds that are similar to our own and act out roles that help them better understand reactions and/or consequences to actions.
Iearning networks use a variety of communication devices such as eth internet or other forms of telecommunication devices to gain an understanding of other people, culture and perspective. These theories relate to the constructivist theory of education because they allow for learners to build upon their knowledge by either exposing them to more ideas or by allowing them to share in their knowledge with others.
User driven content such as that found in online educational programs is a major new advancement in how people learn and interact with one another. Online educational programs allow for students to share in their knowledge via the use of telecommunications and build upon one another understanding of a topic through discussions and group projects.