Constructivism: A Matter of Interpretation Essay -- Philosophy Learnin

Constructivism A content of interpretation The theory of crapivism rests on the zero(prenominal)on that there is an innate piece withdraw to make sense of the world. Instead of absorbing or passively receiving mark knowledge that is out there, uplifters busyly construct knowledge by consolidation new information and experiences into what they have previously come to understand, rewrite and reinterpreting sure-enough(a) knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners design include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often unheeded ar pronenesss--attitudes, values, and interests that help learners decide Is it worth doing? Knowing how and that is not able without the disposition to do. Other key features of knowledge mental synthesis are operable context, companionable context, and usefulness. The process works most e ffectively when it is embedded in a context in which new knowledge and skills will be used. query on thinking and learning reinforces the idea that people learn with interaction with others (Johnson and Thomas 1994). Although learning is a matter of in-person and incomparable interpretation, it takes place within the social context. In addition, learning mustiness be useful to the learner intrinsic motivation emerges from the desire to understand, to construct importee (Billett 1996). Using a constructivist flak, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... .... diary of Technology Studies 20, no. 1 (Winter-Spring 1994) 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the twenty-first Century. capital of Ohio E RIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. Cerebral Context. Vocational Education Journal 71, no. 3 (March 1996) 19-21, 50. (EJ 519 286) Rahn, M. Lively Connections. Vocational Education Journal 71, no. 5 (May 1996) 33-35, 60. (EJ 522 561) Schell, J. W., and Babich, A. M. Tech-Prep and the schooling of Higher-Order Thinking Skills among Learners with excess necessarily. Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993) 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at dally The Development of Vocational Expertise. Leabrook, Australia National Centre for Vocational Education Research, 1994. (ED 380 542) Constructivism A Matter of Interpretation Essay -- Philosophy LearninConstructivism A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is out there, le arners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide Is it worth doing? Knowing how and that is not sufficient without the disposition to do. Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning is a matter of personal and unique in terpretation, it takes place within the social context. In addition, learning must be useful to the learner intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996). Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina... .... Journal of Technology Studies 20, no. 1 (Winter-Spring 1994) 33-45. (EJ 494 218) Lynch, R. L. Designing Vocational and Technical Teacher Education for the 21st Century. Columbus ERIC Clearinghouse on Adult, Career, and Vocational Education, 1997. Parnell, D. Cerebral Context. Vocational Education Journal 71, no. 3 (March 1996) 19-21, 50. (EJ 519 286) Rahn, M. Lively Connections. Vocational Education Journal 71, no. 5 (May 1996) 33-35, 60. (EJ 522 561) Schell, J. W., and Babich , A. M. Tech-Prep and the Development of Higher-Order Thinking Skills among Learners with Special Needs. Journal for Vocational Special Needs Education 16, no. 2 (Fall 1993) 6-13. (EJ 472 196) Stevenson, J., ed. Cognition at Work The Development of Vocational Expertise. Leabrook, Australia National Centre for Vocational Education Research, 1994. (ED 380 542)