Chapter 10 - The Learning Sciences and Constructivism Flashcards
Define Learning Sciences
An interdisciplinary science of learning based on psychological research, education, computer science, philosophy and other fields of study
What are the basic assumptions of learning sciences?
- 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
Define embodied cognition
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
Define Constructivism
- view that emphasizes the active role of the learner in building understanding & making sense of information
Two central ideas to constructivism
- learners are active in constructing own knowledge
- social interactions NB
Describe Psychological / Individual / Cognitive constructivism
- focus on inner psychological life of people
- outside world = source of input
- NB what happens in individual’s heads
Critisicsm of Psychologival / Individual / Cognivite constructivism
info-processing = weak constructivism
Piaget’s constructivist perspective
meaning as individual constructs
- first-wave constructivism aka solo constructivism
Discuss radical constructivism
- 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
Vygotsky’s social constructivism
- learners appropriate outcomes produced by working together (second-wave constructivism)
define constructionism
- how public knowledge in discliplines like science, math, economics or history is constructed
central issue: relationships between teachers, students, families and community
How is knowledge constructed?
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
define situated learning
skills and knowledge are ties to situation in which they were learned (e.g. learning in factories)
What do constructivists emphasize?
knowledge in use instead of encoding & storing facts
Constructivists five conditions for learning
- 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
3 characteristics of scaffolding
- contingency support - differentiation
- fading - withdraw support as skills deepen
- transferring responsibility - students assume more responsibility for learning
Define inquiry learning
teacher presents situation, students solve problem by gathering data & testing conclusion
Identify 4 inquiry features
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
Define problem-based learning
methods that provide students with realistic problems that don’t necessarily have “right” answers
Define inert knowledge
info memorized, seldom applied
Goals of problem-based learning
- enhance intrinsic motivation
- collaboration
- evidence-based decision-making
- self-directed lifelong learning
Problem-based learning cycle
- intriguing challenge
- generate ideas
- multiple perspectives
- research and revise
- feedback - formative (ungraded tests check understanding
- Go Public - presentation / poster / exam
define cognitive apprentership
less experienced learner acquires knowledge & skills under guidance of expert (participatory appropriation)
Reciprocal teaching
designed to help students understand and think deeply about what they read
Information-processing view on group work
group work helps participants rehearse, elaborate and expand their knowledgr
Piagetian perspective on group work
Creates cognitive conflict and disequilibrium - individuals try new ideas
Vygotsky’s view on group work
Social interaction NB
- higher mental function originates in social interaction
Misuses of group learning
may reduce social relations misconceptions reinforced false sense of confidence low SES ideas disreguarded process > learning socialising > learning dependancy shift
