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Behaviorism, Cognitivism & Constructivism - Coggle Diagram
Behaviorism, Cognitivism & Constructivism
CONSTRUCTIVISM
It is considered to be a branch of cognitivism and it distinguishes itself from traditional cognitive theories in a number of ways
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Constructivists do not share the belief that knowledge is mind-independent and can be "mapped" into a learner
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Role of the memory
The goal of instruction is not to ensure that individuals know particular facts but rather that they elaborate on and interpret information
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Constructivists emphasize the flexible use of pre-existing knowledge rather than the recall of packaged schemas
Mental representations developed through task-engagement are likely to increase the efficiency with which subsequent tasks are performed
How transfer occurs
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An essential concept os that learning always takes place in a context and that the context forms an inexorable link with the knowledge embedded in it
If learning is decontextualized, there iis little hope for transfer to occur
The goal of instruction is to accurately portray tasks, not to define the structure of learning required to achieve a task
Appropiate and effective use comes from engaging the learner in the actual use of the tools in real-world situations
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COGNITIVISM
Role of memory
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Designers use techniques such as advance organizers, analogies, hierarchical relationships, and matrices to help learners relate new information to prior knowledge
Cognitive theories stress the acquisition and internal mental structures and are closer to the rationalist end of the epistemology continuum.
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Cognitive theories focus on the conceptualization of students' learning processes and address the issues of how information is received, organized, stored and retrieved by the mind.
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How transfer occurs
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Prior knwoledge is used to establish boundary constraints for identifying the similarities and differences of novel information
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BEHAVIORISM
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Learning is accpmplished when a proper response is demosntrated following the presentation of a specfific environmental stimulus
Learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus
Focuses on the importance of the consequences of those performances and contends that responses that are followed by reinforcement
The learner is characterized as being reactive to conditions in the environment as opposed to taking an active role in discovering the environment
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How transfer occurs
Transfer refers to the application of learned knowledge in new ways or situations just as to how prior learning affects new learning
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Situations involving identical or similar features allow behaviors to transfer across common elements
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