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Education 173 Cognition and Learning in Educational Settings Constructivism

Education 173 Cognition and Learning in Educational Settings Constructivism. Fall Quarter 2007. What is Constructivism?. A Philosophy of Learning—an Epistemology Many Varieties of Constructivism Not a coherent theory Knowledge is the Result of an Inventive Process.

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Education 173 Cognition and Learning in Educational Settings Constructivism

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  1. Education 173 Cognition and Learning in Educational SettingsConstructivism Fall Quarter 2007

  2. What is Constructivism? • A Philosophy of Learning—an Epistemology • Many Varieties of Constructivism • Not a coherent theory • Knowledge is the Result of an Inventive Process

  3. Ideas Are Constructed • Philosophical Idealism • Reality is in our heads • Psychological Constructivism • The mind invents reality • Sociocultural Constructivism • The categories of our experience are given to use by our culture

  4. Where is the Mind? • In the Individual • In the Social Actions of Communities? • Both? • Degrees of Constructivism • One extreme: Radical constructivism • There is no external reality • Another extreme: Naïve realism • Minds have direct access to external truth

  5. The Learner Must Construct Knowledge • Is Constructivism: • A theory of learning • Or a theory of teaching? • Is Lecturing Compatible with Constructivism? • It is if the student is activity processing the lecture, and constructing meaning from it. • Are Student-Centered Approaches More Likely to Assure Knowledge Construction? • Maybe so

  6. Situated Cognition • Knowledge is: • Bound to the context in which it is learned • Deeply enmeshed in cultural institutions, roles, tools, and symbols • Made meaningful by its uses • Limited in transferability • Situated Cognition Theory Connects (And Corrects) Psychology with Anthropology

  7. Implications of Situated Cognition Theory • Questions Abstract (Context-Free) Assessment and Instruction • Promotes “authentic” assessment • Promotes “authentic” instruction • Questions General (Context-Free) Cognitive Abilities • Does intelligence make sense? • Questions Broad Transfer • Does transfer really happen? • Is it difficult? • Suggests that Teachers Should “Situate” Knowledge in Multiple Contexts

  8. Emphasizes Students’ point of view Prior knowledge as foundation for new learning Promotes Discovery learning Real-world problems Authenticity Cooperative learning, such as jigsaw Implications of Constructivism forTeaching

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