The Learning Sciences and Constructivism

1. The Learning Sciences and Constructivism

2. Learning Sciences: interdisciplinary science based in psychology, education, computer science, philosophy, sociology, anthropology, neuroscience and other fields Assumptions Schools must create effective environments Experts have deep conceptual knowledge Learning comes From the learner Reflection is necessary to develop deep conceptual knowledge Prior knowledge is the key

3. Neuroscience: Teaching withthe Brain in Mind • Implications for teachers: • Cognitive functions are differentiated – they are associated with different parts of the brain • The brain is relative plastic • Some learning disorders may have neurological bases. Thus neurological testing may be necessary • fMRI measures the tiny changes in the brain during brain activity

4. Contructivist Views of Learning emphasizes the active role of the learning in building understanding and making sense of information Types • Psychological/Individual/Cognitive * Individuals construct their own structures propositions, images, concepts and schemas as they interpret experiencesthe idea of “separate realities” = depends on the individual * Cognitive constructivism = is less concerned about the “correct” answer and more concerned in meaning as it is constructed thinking become organized and abstract * Radical constructivism = no reality or truth, just the way you see it Learners are active in constructing their knowledge Social interactions are Important in this knowledge Construction process

5. Vygotsky Social Constructivism * Relies heavily on social interactions * Using appropriations = reason, act and participate using cultural tools (ways of teaching) * Learning in a group becomes the social wave of constructivism * Vygotsky also considers the psychological aspect when there is scaffolding: another person helps the individual with the attainment of knowledge • Constructionism * How public knowledge in the sciences is constructedhow tests and teaching is done. It is also concerned with how teachers, students, families and the community relate to central academic issues.

7. How Knowledge is constructed? And, is this Knowledge Situated or General • The realities and truths of the external world directs knowledge construction • Internal processes direct knowledge construction: * organization * assimilation * accommodation • Situated learning emphasizes learning in the real world * It is also called enculturation: ** adopting the norms, behaviors, skills, beliefs, language and attitudes of a particular community • It basically says that what is learned is specific to the situation in which is learned 5. And, then, of course, what is learned should be transferable (authentic learning

8. Common Elements of ConstructivistStudent-Centered taching • Embedded Learning in complex, realistic and relevant learning environments authentic learning”fuzzy problems” • Provide for social negotiation and shared responsibility as part of learningcollaboration • Support multiple perspectives and use multiple representations of contentuse analogies, examples and metaphorsspiral curriculum • Nurture self awareness and understanding on how knowledge is constructedmetacognition 5. Encourage ownership in learning stayed