NSS0356: Ch. 10 & 11 - Constructivism (con't) and social cognitive

constructivism

A philosophy about knowledge; not a scientific theory of learning

central ideas of constructivism - cognitive constructivism

Learners are active in constructing their own knowledge

central ideas of constructivism - social constructivism

Social interactions are important in knowledge construction process.

4 key principles of constructivism

1. learners are active participants

2. learners are self-regulated

3. social interaction is necessary for effective learning

4. encouraged to make sense of info for themselves

inquiry-based learning

A learned-centered practice which emphasizes the scientific processes of posing questions, gathering and analyzing data, and coming to evidence-based conclusions

inquiry-based learning: discovery learning

the learner actively manipulates materials or ideas in the learning environment and discovers connections between them

inquiry-based learning: Problem-based learning (PBL)

The learner learns content, strategies and learning skills through collaboratively solving problems

inquiry-based learning: Project-based learning (PjBL)

The learner learns content, strategies and learning skills through the design and construction of a product.

constructivist approach to education

Attend to learner-centered experiences and processes - Provide opportunities for learners to work together - Assist novice learners to develop expertise

cooperative learning

Tasks are divided between students and later combined to complete the task

collaborative learning

Learners work together towards a joint goal or task.

peer-assisted learning (PAL)

Peers help each other to learn – a collaborative learning where students work together

jigsaw groups

Students become "experts" on one part of a topic, teach it to their peers in a new group, and then synthesize their different pieces of information to complete a task,

social learning theory -Bandura

individuals learn behaviors, attitudes, and emotional reactions through observing, imitating, and modeling others

Enactive learning

learning through reinforcement and punishment of your own behaviors

social cognitive - triadic reciprocal causality

behavioural factors ←> personal factors ←> environmental factors ←>

vicarous reinforcement

seeing others reinforced for the behavior

self-reinforcement

controlling your own reinforcers

human agency

The capacity to coordinate learning skills, motivation, and emotions to reach your goals

self-efficacy

A person’s sense of being able to deal effectively with a particular task -- central to our agency

mastery experiences

Our own direct experiences

vicarous experiences

Accomplishments modeled by someone else (stronger source when model is similar to observer)

social persuasion

Evaluative messages received from other people (encouragement)

physiological or emotional arousal

Reactions causing one to feel alert, attentive, wide awake, excited, or tense - Excitement and feeling of readiness increase efficacy; anxiety decreases efficacy