Constructivism (learning theory) - Wikipedia, the free encycl...
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Saved by 22 people (0 private), first by anonymouse user on 2007-03-22
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In past centuries constructivist ideas were not widely valued due to the perception that children's play was seen as aimless and of little importance. Jean Piaget did not agree with these traditional views, however. He saw play as an important and necessary part of the student's cognitive development and has provided scientific evidence for his views.
Highlighted by rpells
Many people confuse constructivist with maturationist views. The constructivist (or cognitive-developmental) stream "is based on the idea that the dialectic or interactionist process of development and learning through the student's active construction should be facilitated and promoted by adults" (DeVries et al., 2002). Whereas, "The romantic maturationist stream is based on the idea that the student's naturally occurring development should be allowed to flower without adult interventions in a permissive environment" (DeVries et al., 2002).
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Highlighted by bethstill
on 2008-08-24 by bethstill
This is so important when teaching students from diverse cultural and socioeconomic backgrounds.
Instructors as facilitators
According to the social constructivist approach, instructors have to adapt to the role of facilitators
Highlighted by nikappi
A teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator supports from the back; a teacher gives answers according to a set curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous dialogue with the learners
Highlighted by nikappi
Highlighted by nikappi
Most social constructivist models, such as that proposed by Duffy and Jonassen (1992), also stress the need for collaboration among learners, in direct contradiction to traditional competitive approaches
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Public Comment
on 2008-09-06 by davidhilton