Lesson 10: The Learning Sciences and Constructivism

Science

is a social phenomenon with unique norms for participation in a community of peers

Learning Sciences

• Encompasses research in: ➔ Psychology, education, computer science, philosophy, sociology, anthropology, neuroscience, and other fields.

• Has basic assumptions: 1. Experts have deep conceptual knowledge 2. Learning comes from the learner 3. Students must actively participate 4. Schools must create effective learning environments 5. Prior knowledge and beliefs are key 6. Reflection is necessary to develop deep conceptual knowledge 7. Students should analyze their work and progress

Embodied cognition

the theory that cognitive processes develop from real-time, goal-directed interactions between humans and their environment.

Constructivism

View that emphasizes the active role of the learner in building understanding and making sense of information.

Psychological/Individual/Cognitive Constructivism

Focuses on the active role of the learner in constructing knowledge

Social Construction

Views social interactions as necessary to construct knowledge.

Psychological constructivism

Individuals construct their own cognitive structures as they interpret their experiences in particular situations

First-wave constructivism

• Piaget focuses more on meaning as it is constructed by the individual (not necessarily a correct representation)

• Thinking becomes more organizęd as children age.

• Concerned with logic. Such knowledge comes from reflection.

• The social environment important factor, but social interaction

Radical Constructivism

• Perspective that holds that individuals can never know objective reality or truth; they can only know what they perceive and believe.

• Learning is replacing one's own construction with another that better explains the person's perception of reality.

• Reflect: Any potential problems with this view?

• There is NO one correct meaning that we strive for.

• There is NO objective reality that exists independent of our thoughts.

• Reality is personally constructed, and personal experiences determine reality.

Second-wave constructivism

Vygötsky Learning means belonging to a group and participating in the social construction of knowledge

Zone of proximal development

the area in which a child can solve a problem with the help of an adult or a more able peer

Culture creates cognition

when adults use tools and practices to steer the child

Cognition creates culture

adult and child generate new practices and solution

Constructivism

How public knowledge in disciplines such as science, math, economics, or history is constructed

Social constructivist

• do not focus on individual learning

• Focus on public knowledge: ➔ Knowledge is socially constructed ➔ Some people have more power ➔ Diverse viewpoints encouraged

General

Knowledge is transferable to other situations

Situated Learning

The idea that skills and knowledge are tied to the situation in which they were learned, and that they are difficult to apply in new settings.

Scaffolding

• support for learning and problem solving.

• Clues

• Reminders

• Encouragement

• Breaking down the steps

• Providing examples

Contingency Support

Teacher is constantly adjusting, differentiating, and tailoring responses to the student

Fading

Teacher gradually withdraws support as the students understanding deepens

Transferring responsibility

Student assume more responsibility for their own learning.

Inquiry Learning

• An approach in which the teacher presents a puzzling situation, and students solve the problem by gathering data and testing their conclusions

• The students: ➔ Formulate hypotheses to explain/ solye the problem ➔ Collect data ➔ Draw conclusions ➔ Reflect on the problem and thinking processes

Problem-Based Learning

• Students are confronted with a problem that launches their inquiry, they collaborate to find solutions and learn valuable information and skills in the process.

• Designed to help students develop knowledge that is useful and flexible

Reciprocal Teaching

• Learning to apply the strategies of questioning, summarizing, predicting, and clarifying.

• Designed to help students understand and think deeply about what they read.

Shift gradually, match demands to abilities, diagnose thinking

Reciprocal Teaching Guidelines for Effective Reciprocal Teaching:

Collaboration

A philosophy about how to relate to others - how to learn and work.

Cooperation

Way of working with others to attain a shared goal.

Cooperative Learning

Situation in which elaboration, interpretation, explanation, and argumentation are integral to the activity of the group, and where learning is supported by other individuals

Positive Interdependence

Members can attain their if the others in the goals only group do as well

Positive interdependence, promote interaction, individual accountability, collaborative and social skills, group processing

Preparing students for cooperative learning

Reciprocal Questioning

Students work in pairs or triads to ask and answer questions about the lesson material.

Jigsaw

• A learning process in which each student is part of a group and each member is given part of the material to be learned by the whole group.

• Students depend on each other.

Service learning

• a teaching strategy that integrates meaningful community service with instruction to enrich the learning experience.

Virtual Learning Environment

A broad term that describes many ways of learning in virtual or online systems

Learning management systems

Systems that deliver e-learning, provide tools and learning materials, keep records, administer assessments, and manage learning

Personal Learning Environment

Framework in which knowledge is constructed through online peer interactions

Computational Thinking

The thought processes involve in formulating problems so you can repeat their solutions steps and algorithms for computing