Chapter 10 - The Learning Sciences and Constructivism

Question 1

Define Learning Sciences

Answer 1

An interdisciplinary science of learning based on psychological research, education, computer science, philosophy and other fields of study

Question 2

What are the basic assumptions of learning sciences?

Answer 2

• experts have deep conceptual knowledge
• learning comes from the learner
• schools must create effective learning environments
• prior knowledge and beliefs are key
• reflection is necessary

Question 3

Define embodied cognition

Answer 3

Theory stating that cognitive processes develop from real-time, goal-directed interactions between humans & environment

• what develops cognitively depends on our sensorimotor engagement with real world
• body = primary but mind needed for body to successfully interact with the world
• similar to Piaget’s idea
• example: observational learning

Question 4

Define Constructivism

Answer 4

• view that emphasizes the active role of the learner in building understanding & making sense of information

Question 5

Two central ideas to constructivism

Answer 5

• learners are active in constructing own knowledge

- social interactions NB

Question 6

Describe Psychological / Individual / Cognitive constructivism

Answer 6

• focus on inner psychological life of people
• outside world = source of input
• NB what happens in individual’s heads

Question 7

Critisicsm of Psychologival / Individual / Cognivite constructivism

Answer 7

info-processing = weak constructivism

Question 8

Piaget’s constructivist perspective

Answer 8

meaning as individual constructs

- first-wave constructivism aka solo constructivism

Question 9

Discuss radical constructivism

Answer 9

• individual can never know objective reality or truth
• only know what they perceive and believe
• learning = replacing one construction with another

problems - math has right answers
- some knowledge is universal

Question 10

Vygotsky’s social constructivism

Answer 10

• learners appropriate outcomes produced by working together (second-wave constructivism)

Question 11

define constructionism

Answer 11

• how public knowledge in discliplines like science, math, economics or history is constructed
  central issue: relationships between teachers, students, families and community

Question 12

How is knowledge constructed?

Answer 12

Information Processing view: realities and truths of external world direct knowledge construction

Piaget’s view: internal processes like assimilation and accomodation direct knowledge construction

Vygotsky’s view: external and internal factors direct knowledge construction

Question 13

define situated learning

Answer 13

skills and knowledge are ties to situation in which they were learned (e.g. learning in factories)

Question 14

What do constructivists emphasize?

Answer 14

knowledge in use instead of encoding & storing facts

Question 15

Constructivists five conditions for learning

Answer 15

• embed learning in complex, realistic & relevant environment
• learning should include social negotiation & shared responsibility
• support multiple perspectives, use multiple representations of content
• nurture self-awareness & understanding
• encourage ownership in learning

Question 16

3 characteristics of scaffolding

Answer 16

• contingency support - differentiation
• fading - withdraw support as skills deepen
• transferring responsibility - students assume more responsibility for learning

Question 17

Define inquiry learning

Answer 17

teacher presents situation, students solve problem by gathering data & testing conclusion

Question 18

Identify 4 inquiry features

Answer 18

procedural - hands-on, poste scientific questions, doing scientific procedure, collect data, graph
epistemic - draw conclusions from evidence
conceptual - connect to prior knowledge
social - class discussions, collaborative work

Question 19

Define problem-based learning

Answer 19

methods that provide students with realistic problems that don’t necessarily have “right” answers

Question 20

Define inert knowledge

Answer 20

info memorized, seldom applied

Question 21

Goals of problem-based learning

Answer 21

• enhance intrinsic motivation
• collaboration
• evidence-based decision-making
• self-directed lifelong learning

Question 22

Problem-based learning cycle

Answer 22

1. intriguing challenge
2. generate ideas
3. multiple perspectives
4. research and revise
5. feedback - formative (ungraded tests check understanding
6. Go Public - presentation / poster / exam

Question 23

define cognitive apprentership

Answer 23

less experienced learner acquires knowledge & skills under guidance of expert (participatory appropriation)

Question 24

Reciprocal teaching

Answer 24

designed to help students understand and think deeply about what they read

Question 25

Information-processing view on group work

Answer 25

group work helps participants rehearse, elaborate and expand their knowledgr

Question 26

Piagetian perspective on group work

Answer 26

Creates cognitive conflict and disequilibrium - individuals try new ideas

Question 27

Vygotsky’s view on group work

Answer 27

Social interaction NB

- higher mental function originates in social interaction

Question 28

Misuses of group learning

Answer 28

may reduce social relations
misconceptions reinforced
false sense of confidence
low SES ideas disreguarded
process > learning
socialising > learning
dependancy shift