Corpus ID: 16852759

Constructivism ( learning theory )

@inproceedings{Kant2011ConstructivismL,
  title={Constructivism ( learning theory )},
  author={Emmanuel Kant and J. Dewey and J. Piaget and J. Bruner},
  year={2011}
}
that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it is an interaction between their experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge schemata. Constructivism is not a specific pedagogy, although it is often confused with constructionism, an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Jean Piaget… Expand
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References

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Constructivism claims to be a postepistemology that replaces ‘traditional’ concepts of knowledge. Supporters of constructivism have argued that progress requires that pre‐service teachers be weanedExpand
Communal Constructivism: Students constructing learning for as well as with others.
We believe there is a need for an expanded definition of social constructivism that takes into account the synergy between the more recent advances in information technology which are increasing ourExpand
In Search of Understanding: The Case for Constructivist Classrooms
TLDR
This book discusses Constructivist teaching practices in the context of a Constructivist curriculum, as well as some of the principles of constructionism as a whole. Expand
The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies
The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference were investigated. The 76 six graders were divided into two groups. TheExpand
Cognition, construction of knowledge, and teaching
The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy ofExpand
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In this revised Third Edition of her indispensable classic on Piaget and teaching, renowned educator and scholar Eleanor Duckworth provides a new introduction to her wide-ranging writings and adds aExpand
Applications and Misapplications of Cognitive Psychology to Mathematics Education
There is a frequent misperception that the move from behaviorism to cognitivism implied an abandonment of the possibilities of decomposing knowledge into its elements for purposes of study andExpand
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Sociologists have a predilection for the collective. We are centrally concerned with social facts, characteristics of collectivities that give shape and motivation to individual action. SociologicalExpand
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)
Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller,Expand
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided orExpand
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