Tenets Of Constructivism

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

Constructivism is reflecting on the experiences we have had in order to create our own understanding of the environment me live in. For instance, lets say I had and old sewing machine that I used all the time but now broke. I visit a sewing machine shop in order to buy a new one. The only machines available are newer models of the machine I owned, with different buttons and features. My previous experience with my machine will guide me into using the new machine. By simply learning a few extra steps, I would now be able to use the new model thanks to by previous experience, this is considered constructivism.

A cohesive approach to leaning where an individual is highest in terms of their involvement is one of the best approaches. It makes the learning approach an enjoyable activity and contributes to new knowledge. Therefore, for this reason the paper holds that the constructivism approach is one of the best methods of effectively teaching in the education sector, as my personal philosophy for education. It is beneficial and helps solve some of the unanswered questions such ambiguity, in knowledge and it being devoid of human experience that this paper goes on to support this notion.

Constructivism is the theory that sindividuals construct their own understanding and knowledge of the world, through undergoing things and reflecting on those involvements and understanding. When pupils encounter something fresh, they bring it together with previous knowledge, experience and familiarity. They may modify what they believe, or they may get rid of the new information as irrelevant or unrelated. To be vigorous creators of their knowledge nevertheless, they must be able to ask questions, discover and assess what they know. In the classroom or any other situation they are in, the constructivist interpretation of learning means inspiring and reassuring pupils to use dynamic methods such as experiments, trials

Mrs. Driver and I discussed what Constructivism is, and how it is evidenced in her classroom. As we discussed the model, it became apparent that her classroom is structured around such model. In this paper, I will explain what I have observed that directly aligns to the Constructivist model.

Constructivism theory consists of insight towards oneself and other people, sexual orientation, cultural values, and beliefs. Schultheiss (2005) described this as meaning making, including the creation of social and psychological worlds through individual, cognitive processes. Meanwhile, social constructionism focuses on external insight, or

Constructivism is learning through experiences in our environment. Using this method we are essentially teaching ourselves through occurrences in our environment. This method of learning is demonstrated In a early childhood classroom by teachers providing guided opportunities that allow for children to explore their environment in various ways. At the end of these activities the teacher typically initiates a class discussion on the information learning through an activity. An example of an activity you may see in a classroom could be a scavenger hunt where the students find an object to match every color; this could take place inside or

Educational philosophies differ from person to person. From behaviorist to constructivist and everything in between, the one thing they have in common is that they attempt to explain how people learn. This paper will explain why I tend to lean toward the constructivist theory of education and defend this theory using a variety of current literature. It is important to note that the theories that are talked about as educational theories are often looked at as both theories of teaching and learning; however most of these theories are not theories of teaching but rather learning (Baviskar, Hartle, Whitney, 2009). This may be especially true for constructivism where there can be a common misunderstanding of what constructivism actually is

Constructivism allows each student to develop critical thinking, encourages independent learning and provides less standardized testing, whereas, traditional classrooms fail their students at this approach. The constructivist method is aimed at

Constructivism is a coherent theory of learning that emerged as a prevailing paradigm in the last part of the twentieth century. Constructivism is a theory which brings cogitation to pedagogy (Bruner, 1966). Constructivism capitalizes on the ways in which human beings create their own personal construct of reality by understanding and experiencing the world. The main underlying assumption of constructivism is that individuals are actively involved right from the birth in constructing personal meaning.

Cognitive constructivism is ideas that are constructed on an individual level through personal process (Powell & Kalina, 2009). This relates to how a learner constructs and builds their knowledge. According to developmental psychologist Jean Piaget sensorimotor stage, “children begin to discover their environment around them through their own senses and physical activity and then language”

in the last part of the twentieth century. Constructivism is a theory which brings cogitation to

The purpose of a constructivist education, therefore, is to facilitate the process for learners in constructing their understanding. Constructivist learning “fosters critical thinking and creates active and motivated learners,” according to McClurg (2009). The educational emphasis is not on delivering knowledge nor organizing that knowledge in a prescriptive system, but rather on teaching students how to build their own understanding within meaningful contexts for lasting effect (Learning Theories Knowledgebase, 2012).

Even though, the book is written recently, the book has made an impact on the social, cultural and academic factors in South Africa. The book deals with the issues of the post-apartheid era in South Africa which started, after the change of the government in 1994. These issues are often related to the social, cultural and academic factors which people have experienced after the apartheid era has ended. Moreover, the context in which the novel is written, as

There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students