Constructivism: A Matter of Interpretation Essay -- Philosophy Learnin

Constructivism A Matter of Interpretation The theory of constructivism rests on the no(prenominal)ion that there is an innate human drive to make spirit of the world. or else of absorbing or passively receiving objective friendship that is turn up there, students actively construct familiarity by integrating wise discipline and experiences into what they sport previously come to understand, revising and reinterpreting old knowledge in edict to reconcile it with the new (Billett 1996). The cognitive structures that learners build include adjectival knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners settle down Is it charge doing? Knowing how and that is not sufficient without the disposition to do. Other name features of knowledge construction are functional context, friendly context, and usefulness. The process whole kit and caboodle virtually effectively when it is embedded in a context in which new knowledge and skills will be used. Research on view and teaching reinforces the idea that people learn through interaction with others (Johnson and doubting Thomas 1994). Although cultivation is a matter of personal and unique interpretation, it takes place inwardly the social context. In addition, learning must be useful to the learner indwelling motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers drive learning by encouraging active inquiry, guiding learners to apparent movement their mum assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... .... Journal of Technology Studies 20, no. 1 (Winter-Spring 1994) 33-45. (EJ 494 218) Lynch, R. L. Designing vocational and good Teacher Education for the 21 st Century. Columbus ERIC Clearinghouse on Adult, Career, and vocational Education, 1997. Parnell, D. rational Context. vocational Education Journal 71, no. 3 (March 1996) 19-21, 50. (EJ 519 286) Rahn, M. zippy Connections. Vocational Education Journal 71, no. 5 (May 1996) 33-35, 60. (EJ 522 561) Schell, J. W., and Babich, A. M. Tech-Prep and the Development of Higher-Order thought process Skills among Learners with particular(a) Needs. Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993) 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work The Development of Vocational Expertise. Leabrook, Australia matter condense for Vocational Education Research, 1994. (ED 380 542) Constructivism A Matter of Interpretation canvass -- Philosophy LearninConstructivism A Matter of Interpretation The theory of constructivism rests on the design that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objec tive knowledge that is out there, learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide Is it worth doing? Knowing how and that is not sufficient without the disposition to do. Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning i s a matter of personal and unique interpretation, it takes place within the social context. In addition, learning must be useful to the learner intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... .... Journal of Technology Studies 20, no. 1 (Winter-Spring 1994) 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. Cerebral Context. Vocational Education Journal 71, no. 3 (March 1996) 19-21, 50. (EJ 519 286) Rahn, M. Lively Connections. Vocational Education Journal 71, no. 5 (May 1996) 33-35, 60. (E J 522 561) Schell, J. W., and Babich, A. M. Tech-Prep and the Development of Higher-Order Thinking Skills among Learners with Special Needs. Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993) 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work The Development of Vocational Expertise. Leabrook, Australia National Centre for Vocational Education Research, 1994. (ED 380 542)