Individual And Constructivism: Emphasis On The Individual And Constructivism?

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

Although Mark Edmundson and Paulo Freire believe that a higher form of education such as, a stronger teaching ethics, deeper understanding, and more passionate students is needed to correct the issues at hand. In their essay they both adopt a different style to present tis idea. Paulo Freire wants the individual to form himself rather than be formed. To this end, he proposes that educational topics or opportunities be taken from the daily experience the individual constantly encounters and avoid the current educational pitfall of resorting to artificial experiences. While, Edmundson is trying to show how education has change due to the leak of consumerism into universities. Edmundson acknowledge his own conformity and promise to change back to what he thinks will make a good class and challenge his students to think on another level.

His findings revealed that educators construct tasks that require behavioral learning to take place instead of cognitive active tasks. Therefore stating although the child may be engrossed within the activity, they may not be learning (Sweller, 1988). Kirchner et al (2006) agree with constructivist that the learner must construct their own knowledge, however they do question the theoretical framework behind the idea. Especially the idea of the mentors constructing unguided tasks, that depends upon the learner to locate or compose essential information for themselves (Kirchner, 2006). However we must question the competence of ages here and not all children are able to achieve

Teaching is a professional practice that must, wherever possible, leave the four walls of a classroom, as higher education is a process of not only scientific and academic qualification but also of individual formation as a human being, social and professional agent. In this context, and more than ever, teaching must explore and work in a way to broaden the diverse competences of the human being in its three main levels of development: knowledge, expertise, and knowhow, considering the student as much autonomous as possible.

This paper will critically examine the two major learning theories; constructivism and behaviourism. These are theories that have been contributed to by many theorists across several hundred years. Pavlov, Watson, Watson and Rayner, Thorndike, Skinner and Bandura have shaped behaviourism. Piaget, Dewey, Vygotsky and Bruner have adjusted constructivism theory.

Since the days of Henry Giroux, the belief of connecting student –centered lessons to a student’s personal interests and beliefs lends to life-long learning. When a lesson if student – centered, its provided authenticity for the student. When a student is able to tangibly connect a new lesson to aspects of their personal life, he/she are more receptive in learning and developing a higher-level understanding its intended

The learning theory used in this exhibition in constructivist learning. This is when individuals actively manage and create their knowledge based on what they see and do in their environment instead of an objective truth. (Hein, 1999:76, UCL, 2017:5).

Jean Piaget, John Dewey and Lev Vygotsky were educational scientist who are responsible for the current way lessons are taught globally (Pass, 2004). Piaget, a psychologist, focus of constructivism has to do with the cognitive abilities of the individual and how they construct their own knowledge (Lam, 2011). Piaget is well known for the cognitive observational learning stages of the individual. Vygotsky is known for his sociocultural theory who designed the Zone for Proximal Development (ZDP) where students begin internalizes concepts. The Zone for Proximal Development is a key example of how constructivism uses collaboration to build knowledge through scaffolding. These philosophers make up the different parts of constructivism.

This essay will compare and contrast three key theories of learning; Behaviourism, Cognitive Learning Theory and Constructivism.

A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged

One of the first aspects of constructivism used in the learning activity was prior knowledge. Prior knowledge refers to the preexisting or prior experience an individual has on a particular subject (Enyedy, 2016). Prior knowledge is critical to every aspect of constructive learning and is needed to construct new knowledge (Brandsford, Brown, and Cocking, 2000). The beginning of this learning activity was focused entirely on drawing out the students’ prior knowledge. Not only is prior knowledge used to gauge the students’ understanding, but also to generate interest and create an environment of active learning. While prior knowledge can be used to

Cognitive constructivism is ideas that are constructed on an individual level through personal process (Powell & Kalina, 2009). This relates to how a learner constructs and builds their knowledge. According to developmental psychologist Jean Piaget sensorimotor stage, “children begin to discover their environment around them through their own senses and physical activity and then language”

‘Constructivism’ is a form of learning which is driven by the theory that humans are able to generate knowledge from the interaction between their experiences and their ideas(1). This makes the student actively involved in the process of synthesising meaning and knowledge. It is argued that the constructivist approach inculcates critical thinking from the extrapolation of the student’s prior knowledge and actively engaging the student in this way is much more effective than passive learning through acquiring knowledge in a lecture(2) Also, this form of learning can be done in a collaboration of students(3) Below are discussed some of the main types of constructivist theories. One of the principle theoretical constructs used in medical education is known as Problem Based learning (PBL). This form of learning starts with an educator forms and presents a number of carefully constructed problems to a small group of students(4). The problems presented here are typically based on events of which the students have some prior knowledge of. This prior knowledge is discussed within the class and from this, questions are asked related to the problems presented. Following this, time is granted in which the students go away to conduct individual research on the new information which they have acquired. The students then return to their class, in which they spend one to

The very first thing one must know about the constructivist theory of learning is the premise that learners arrive at learning situations with prior knowledge and proceed to take and active part in building new knowledge upon that prior knowledge as they experience new things and reflect on those collected experiences (Learning Theories Knowledgebase, 2012). This theory directly contradicts the behaviorist learning theory in which learners are believed to arrive at learning situations with “clean slates” of understanding. From a behaviorist’s perspective, people learn because as they respond to negative and positive stimuli in their environment (Learning Theories Knowledgebase, 2012). While that may change observable behavior

Teachers who have a constructivist basis for their philosophy of teaching and learning are seldom satisfied to use textbooks alone. Constructivists know that students must have motivation to search for meaning and create their own understanding of the world of ideas. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own.