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Learning Theories Paper Norma Jordan EDTECH 504 Overview: Constructivism is a learning theory based on the idea that we as humans use our experiences and ideas to construct meaning and knowledge of the world around us. Each individual is his/her own teacher and gains knowledge through their experiences and perceptions. In a constructivist classroom, “Teachers clarify rather than tell, guide rather than direct, and facilitate student effort rather than impose their own approaches. (Jonassen & Lund , 2000) Contributors: The three major early contributors to this theory are Jean Piaget, Lev Vygotsky and John Dewey. These theorists believe that we learn through our experiences. Jean Piaget’s theory of constructivism said that we learn through integration. He felt that play was an important part of learning throughout a persons entire life. Lev Vygotsky believed that knowledge came from a social context and that learners should discover their own truths about the world. John Dewey felt that teachers should focus more on the student’s attempt at gaining understanding of subject matter. Later Seymour Papert joins as a contributor after he worked with Piaget at the University of Geneva. During their work together Papert contributed to constructivism as we see it in relation to technology. His conclusion was that technology needed to be used more in the classroom and that its use would give students an increased motivation to learn. Major Principles: In 2001, Fox’s study states seven parts or principals to constructivist learning: (a) learning is an active process,

Learning Theories Paper- Constructivism

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Learning Theories PaperNorma JordanEDTECH 504

Overview: Constructivism is a learning theory based on the idea that we as humans use our experiences and ideas to construct meaning and knowledge of the world around us. Each individual is his/her own teacher and gains knowledge through their experiences and perceptions. In a constructivist classroom, “Teachers clarify rather than tell, guide rather than direct, and facilitate student effort rather than impose their own approaches. (Jonassen & Lund , 2000)

Contributors: The three major early contributors to this theory are Jean Piaget, Lev Vygotsky and John Dewey. These theorists believe that we learn through our experiences. Jean Piaget’s theory of constructivism said that we learn through integration. He felt that play was an important part of learning throughout a persons entire life. Lev Vygotsky believed that knowledge came from a social context and that learners should discover their own truths about the world. John Dewey felt that teachers should focus more on the student’s attempt at gaining understanding of subject matter.

Later Seymour Papert joins as a contributor after he worked with Piaget at the University of Geneva. During their work together Papert contributed to constructivism as we see it in relation to technology. His conclusion was that technology needed to be used more in the classroom and that its use would give students an increased motivation to learn.

Major Principles: In 2001, Fox’s study states seven parts or principals to constructivist learning: (a) learning is an active process, (b) knowledge is constructed, rather than innate, or passively absorbed, (c) knowledge is invented not discovered, (d) all knowledge is personal and idiosyncratic, (e) all knowledge is socially constructed, (f) learning is essentially a process of making sense of the world, (g) effective learning requires meaningful, open-ended, challenging problems for the learner to solve.

Application: An approach to Constructivism that could be used within a classroom would be that of Cognitive Apprenticeship. Jonassen and Lund (2000) said cognitive apprenticeship, “emphasizes learning at the elbows of experts; that is, experts are present to coach and model the cognitive activity.” Cognitive apprenticeship would be very effective and useful with history curriculum. A specific example would be to find people in the local community that lived during WWII, and to have them come in and share their stories while the children are learning about the holocaust. People who could be cognitive assistants for this unit would be (a) a soldier, (b) a survivor of the holocaust, (c) a woman who found work outside of the home for the first time. These people could share their experiences during the course of the unit and spend some time with the students as they are learning about specific topics related to these real life experiences. In order for the

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students to take ownership of the project, they could preserve the information that they collect for the benefit of the community. The students can collaborate in creating a multimedia presentation that will document WWII from a local perspective. The final project could be donated to the local public library as a contribution of local history.

References:

Alesandrini, K., & Larson, L. (2002). Teachers Bridge to Constructivism. The Clearing

House, 75(3), 118-121.

Fox, R. (2001). Constructivism Examined. Oxford Review of Education, 27(1), 23-35.

Jonassen, D.H., & Land , S.M. (2000). Theotetical foundations of learning environments.

Mahwah, NJ: Lawrence Erlbaum Associates.

Stanovich, K. (1994). Constructivism in reading education. Journal of Special Education,

28(3), 259.