The Learning Sciences and Constructivism

Learning Sciences: interdisciplinary science based in psychology, education, computer science, philosophy, sociology, anthropology, neuroscience and other fields

Assumptions

Experts have deep conceptual knowledge

Learning comesFrom the learner

Schools must createeffective

environments

Reflection is necessaryto develop deep conceptual

knowledge

Priorknowledgeis the key

Neuroscience: Teaching withthe Brain in Mind

• Implications for teachers:– Cognitive functions are differentiated – they are

associated with different parts of the brain– The brain is relative plastic– Some learning disorders may have neurological bases. Thus neurological testing may be necessary– fMRI measures the tiny changes in the brain during brain activity

Contructivist Views of Learning emphasizes the active role of the learning in building

understanding and making sense of information

Types1. Psychological/Individual/Cognitive

* Individuals construct their own structures propositions, images, concepts and schemas as they interpret experiencesthe idea of

“separate realities” = depends on the individual* Cognitive constructivism = is less concerned about the “correct”

answer and more concerned in meaning as it is constructed thinking become organized and abstract

* Radical constructivism = no reality or truth, just the way you see it

Learners are active in constructing their

knowledge

Social interactions areImportant in this knowledge

Construction process

2. Vygotsky Social Constructivism* Relies heavily on social interactions* Using appropriations = reason, act and participate

using cultural tools (ways of teaching)* Learning in a group becomes the social wave of

constructivism* Vygotsky also considers the psychological aspect

when there is scaffolding: another person helps the individual with the attainment of knowledge

3 Constructionism* How public knowledge in the sciences is constructedhow tests and teaching is done. It is also concerned with how

teachers, students, families and the community relate to central academic issues.

http://openvideoconference.org/

How Knowledge is constructed? And, is this Knowledge Situated or General

1. The realities and truths of the external world directs knowledge construction

2. Internal processes direct knowledge construction: * organization * assimilation * accommodation

3. Situated learning emphasizes learning in the real world * It is also called enculturation:

** adopting the norms, behaviors, skills, beliefs, language and attitudes of a particular community

4. It basically says that what is learned is specific to the situation in which is learned

5. And, then, of course, what is learned should be transferable (authentic learning

Common Elements of ConstructivistStudent-Centered taching

1. Embedded Learning in complex, realistic and relevant

learning environments authentic learning”fuzzy problems”

2. Provide for social negotiation and shared responsibility as part of learningcollaboration

3. Support multiple perspectives and use multiple representations of contentuse analogies, examples and metaphorsspiral curriculum

4. Nurture self awareness and understanding on how knowledge is constructedmetacognition

5. Encourage ownership in learning

stayed