Example Of Constructivism

Constructivism is the learning theory that focuses on observation by acquiring data and thereafter reexamining, altering, and updating information to be useful in the present time. Humans process experiences, knowledge, and conception of life based on their impressions of their past. As individuals experience an unfamiliar event, they will attempt to integrate it with their knowledge and past, therefore replacing old outdated or incorrect data with new more pertinent information (Kerka, 1997). This learning theory states that learning is an ongoing process and not about merely comprehending available data without questioning, processing, and updating previously learned information (Allen, 2005).

The discipline of international relations (IR) is one that has witnessed a multitude of variations and shifts. It has produced a fair amount of debate between academics within the international relations scholarship. Due to a plethora of circumstances scholars have subjected the traditional rationalist theories of neorealism and neoliberalism to critical re-evaluations. As a result, constructivism is a concept that has emerged as an alternative approach to dominant IR theories. It focuses on the importance of state identities in defining and gaining knowledge of state interests, actions and goals. There are theorists who purport that the rise of constructivism allows for a further understanding of another international theory, feminism.

My personal communication philosophy includes two factors that will support improved comprehension among those attempting to connect. The following paper will discuss these two elements: merging communication styles to aid in understanding and communication intent vs. perception.

I chose to examine a strategy that helps create effective communication between individuals. The strategy, number 57 in the book, is called “I-Statements” and it emphasizes that how you say something is just as important as what you are saying (Lazarus,1997, p.76). The aim of this strategy is to reduce tension and arguments by focusing on using “I-Statements” rather than “You-Statements.” A You-Statement is directed towards the listener, and implies that they have done something wrong or are

Construct refers to any complex psychological concept. Examples would be a person’s motivation, anger, personality, intelligence, love, attachment, or fear. A Construct’s height, weight or depth cannot be

The social constructionist perspective suggests that people gather knowledge and meaning from their experiences and environment. A psychodynamic perspective is connected to a person’s internal desires and feelings and how they motivate us as a whole. Classical conditioning theory is underlining the social behavioral perspective. Classical conditioning theory is a unconditioned stimulus paired with a neutral stimulus (Hutchison,

When we are born our mind is a blank chalkboard. As we grow and interact with the world around us, that chalkboard gets filled with pictures, shapes, and words that construct our ideals in life. It is important that not only we, but our children be surrounded by open minded positivity. In the article that I will analyze we can clearly see where the picture for a better tomorrow goes rye.

The social constructionist perspective suggest that our interactions in society shape our interpretation of self-worth. The textbook states “To understand human behavior, the social perspective focuses on how people construct meaning, a sense of self, and a social world through their interactions with each other”. Instead of one objective reality this perspective observes several subjective realities. Some social constructionists focus on the human capacity to have a conversation with oneself to find awareness of themselves. This is known as the looking-glass self, which can be explained as “I am what I think you think I am.”

Human beings, as a whole, have generated more than enough speculation as to the origins of mortal nature. Why are we they way we are? Why do we do the things we do or feel the way we feel? Scientists and philosophers have almost always dedicated their causes to the study of biology or religion, continuously giving humanity’s gender, sexuality and identity a basis from a scientific or religious perspective. Science is supposed to be correct. After all, that IS the basis of science. Yet how many times has the world thought to be flat and proved wrong? And the sun, which was thought to be revolving around the earth, was proven incorrect? The theory of social construction seems to be a new introduction to the way we see the world. It is largely possible that a brainwashing through society and media plays a large part of the social disparity between men and women or straight and queer people. Perhaps the innate idea that declares from such a young age that we are to be brought up based on our gender truly has very little to do with science and is instead, based on us as a human race? Social construction theory plays on this idea, accusing society of indoctrination through media, literature, and a sense of ‘normalcy’

Nevertheless, social constructionist’ theory is contradictory. Having considered that social constructionism points out that we need to doubt the existing social science, and also to question the existing view that conventional knowledge is based on objective and value-free observation (Burr. V, 1995). Accordingly, social constructionists appear unbiased and objective in terms of producing knowledge and analyzing previous social science. However, a value judgment is involved in how they define social phenomena. According to Hacking’s (1999) statement, Social constructionists concentrate on evaluating things and transforming things in order to satisfy themselves. Take the feminist movement as a typical example to illustrate how social constructionism’

I am at my core a social constructivist that this naturally draws me towards the use of storytelling as a technique for my work and a tool for my research. The two philosophical assumptions that will impact my research and practice are ontological and axiological assumptions and beliefs. I base my beliefs in the fact that reality can only been seen when viewed through multiple lenses and this reality is influenced by ones values, beliefs and experiences. Creswell (2007) states that the interpretive framework of social constructivism is made up of individuals who look for understanding in their professional and personal lives and this exactly what I seek. But seeking to understand how justice can be secured for all Americans one must examine

Jean Piaget introduced Cognitive Constructivism. Cognitive Constructivism is knowledge constructed by either assimilation or accommodation. In assimilation, incoming information is associated with a schema. In accommodation, incoming information does not match a schema.

This essay will analyse three main theories of learning: behaviourism, constructivism and social constructivism. Each theory varies in its approach to teaching as each has its own definition of learning but all have strong implications for teaching practice. As every pupil has different needs and different ways of learning, no one theory is useful for all children therefore I will be examining both the benefits and limitations of each. I will discuss the implications of each theory on classroom practice, including how each theory influences different strategies and approaches to teaching such as inclusion, observation and play. A degree personal experience will help me to reflect upon both theories and legislation as well as the difficulties those who work in the classroom face with inclusive practice with the constraints of the national curriculum and systems of assessment.

There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. Students

Constructivism is the theory that humans construct knowledge and meaning from their experiences. This idea that people learn from experience and not just from hearing lectures was revolutionary and gave birth to the experimental learning approach that is more powerful than lectures and worksheets. By directing their own learning processes, students understand concepts better. In essence constructivism is the theory of how we learn.