Difference between revisions of "Constructivism"
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| − | {{Term|CONSTRUCTIVISM|Theory of learning that suggests that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When a person encounters something new, she/he reconciles it with previous ideas and experience, maybe changing believes, or maybe discarding the new information as irrelevant. In any case, the learner is an active creator of his/her own knowledge. To do this, he/she must ask questions, explore, and assess what is already known. Learners and trainers should work together to construct meanings, rather than having these meanings pre-determined or prescribed in advance for the learner by the instructor. The basic assumption of constructivism are the followings: | + | {{Term|CONSTRUCTIVISM|Theory of learning that suggests that people construct their own understanding and [[Knowledge|knowledge]] of the world, through experiencing things and reflecting on those experiences. When a person encounters something new, she/he reconciles it with previous ideas and experience, maybe changing believes, or maybe discarding the new information as irrelevant. In any case, the learner is an active creator of his/her own knowledge. To do this, he/she must ask questions, explore, and assess what is already known. Learners and trainers should work together to construct meanings, rather than having these meanings pre-determined or prescribed in advance for the learner by the instructor. The basic assumption of constructivism are the followings: |
# Constructivism believes that knowledge is constructed, not transmitted. | # Constructivism believes that knowledge is constructed, not transmitted. | ||
# Knowledge is embedded in activity. | # Knowledge is embedded in activity. | ||
Revision as of 16:07, 18 July 2008
 CONSTRUCTIVISM |
Theory of learning that suggests that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When a person encounters something new, she/he reconciles it with previous ideas and experience, maybe changing believes, or maybe discarding the new information as irrelevant. In any case, the learner is an active creator of his/her own knowledge. To do this, he/she must ask questions, explore, and assess what is already known. Learners and trainers should work together to construct meanings, rather than having these meanings pre-determined or prescribed in advance for the learner by the instructor. The basic assumption of constructivism are the followings:
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References
- ↑ www.13.org (7 March 2008), www.learningcircuits.org (7 March 2008), Designing Successful E-Learning, Allen’s M, 2007