The Theory Of The Constructivist Theory

The role that a constructivist teacher plays is very different from the standard teacher. A standard teacher merely transmits knowledge, while a constructivist teacher takes on the role of a facilitator. As a facilitator of knowledge numerous roles are played in the classroom. The teacher is a presenter, observer, question asker, problem prober, environment organizer, and many other things.

In this essay I will focus on what I think are the two important topics on deciding someone is deviant or not. While examining nation state legality I’m going to put emphasis on the way law changes between places such as countries and within time periods. This will then lead onto looking at how crime statistics are recorded and especially (particularly rather than especially) the dark figure of crime which links back to the ‘what other people do about it’ part of the question. Moving on to Social Construction Theory, particularly Becker’s Labelling Theory as well as other notable theorists. Key points like what it means to be labeled and it’s consequences such as deviance identity to cuffing. The media has a large role within this topic, which I will touch on through the themes of moral panics. Finally the essay will be concluded with a deduction from what I feel to be the Superior Theory.

I chose the topic of Constructivism because I know absolutely nothing of it. This lack of knowledge is compounded by the fact there isn't information in out text book about the movement! The gauntlet was down and the challenge accepted: I would find all I could on Constructivism!

As the world continues to grow connections among its states, constructivism gains credibility as the most fitting theory to describe international relations and world politics. Realism and liberalism, in their polarizing thoughts, cannot account for the several existing realms of ideas in the modern world. A changing world can best be attributed to a theory such a constructivism, which explores the evolution of human thought in the context of global politics.

conditions are present: a) The target has few prior, ingrained beliefs that are inconsistent with the socializing agency’s message; b) The socializing agency/individual is an authoritative member of the ingroup to which the target belongs or wants to belong; c) The socializing agency/individual does not lecture or demand but, instead, acts out principles of serious deliberative argument. However, in following the willingness of Checkel to focus on a synthetic approach beyond the rationalist constructivist dichotomy, it is intention of this research to embrace an approach that merges mechanisms of persuasion (towards the logic of appropriateness) with mechanisms of social influence, which are micro processes that the concept of socialization

Constructivist argue that learning is an active process, and that new information can be linked to prior knowledge. Jean Piaget and Lev Vygotsky are two highly profiled and researched constructivist learning theorists. Their work entails how learning is an active process of constructing knowledge rather than obtaining it. This knowledge is built through experiences and their environment.

Deconstructing the subject is first to analyses historically, the formation of different layers that have build the concept of the subject. When deconstruct the subject, it is important to analyze all the hidden assumption that are implied with the philosophical, ethical, theatrical and the political use of the concept of the subject.

Problem based learning theory has developed rather recently compared to many pedagogical theories in education. This theory was initially used to rigorously test the skills of medical students by allowing them to become more involved in their learning rather than using the passive lecture approach. (Savin-Baden, Major, 2004). Other schools recognized that this method addressed some of the shortcomings of the traditional instructor led classroom format and adopted similar problem based learning approaches to areas such as engineering, science, business, etc.

The Constructivist theory defined by Harasim (2012) denotes the assembling of ones “own understanding and knowledge of the world through experience and reflecting upon that experience” (p. 12). At the center of a learners’ educational experience is themselves. Learners erect their own knowledge by deducing and managing the information obtained. The Constructivist theory focus on promoting learning assembled, relative, and incorporated with prior knowledge and experience by the learner.

Student-centered learning is largely based on constructivism, a psychological and philosophical learning perspective (Bruning, Schraw, Norby, & Ronning, 2010). Perspectives within constructivism are exogeneous, endogenous, and dialectical (Bruning et al., 2010). Exogeneous constructivism refers to knowledge acquisition through reconstruction with the external world. Knowing is 1) formed through experiences and interactions with others and 2) validated by environment factors. The environment presents affordances or actionable opportunities for individuals to perceive and experience music (Gibson, 1977; Custodero, 2005). Custodero (2005) found active musical engagement and imitation among young children when observing one another. “Perceived affordances in an environment and space invite interactions, thereby providing feedback necessary to facilitate further engagement” (Custodero, 2005, p. 188).

The constructivism philosophy is a learning theory that is well-defined as a student’s acquisition of new knowledge founded on the student’s prior knowledge and experience. Students are perceived as automatic learners who begin to shape their knowledge in reply to contact with stimuli experienced within their environment. In return, a comprehension is developed in stages by the student’s continuous involvement. Constructivism calls into question the method of instructional strategies that are considered traditional. The constructivist theory also suggests that a student’s learning should be reliable, and that learning needs to meet real world educational

Constructivism is a "theory of knowing" and a way of examining how humans learn (Fosnot, 1996). Constructivist learning theory pertains to the engendering and constructing of knowledge based on one’s experience (Vygotsky 1978). The Constructivist theory of Jerome Bruner (1996) provides the learner with opportunities to reflect on their experiences.

Having a constructivist classroom can mean many different things. Being a teacher with a constructivist perspective is a different type of teaching style than people are used to. Constructivism, as I understand it, is a way of teaching that has the students learn through their own methods. They are to try to find their own style of learning a concept, whether it be in their heads or with unifix blocks or by drawing pictures. Everyone learns differently and children need to be given the freedom to explore their learning by themselves. Also, students need to be able to construct their own meanings and insights without teacher instruction. Having a constructivist classroom would mean the teacher not giving as much direction as in a traditional classroom. Teachers with this perspective want their students to be “’mathematizing’” their learning (FD Ch 1.4).

Constructivist teaching has made a huge impact on the teaching world. While, there are some that are unsure of this style of teaching there are others that enjoy it. Constructivist teaching allows the students to be their own teacher and discover topics and themes for themselves. Before students become their own teacher, the actual teacher has to put certain things in place. For starters, the teacher has to allow his or her class to have that type of environment; lots of planning should take place, the teacher should ask probing questions, and the teacher needs to make sure that the students have prior knowledge of the content.

Problem based learning is more advantageous than traditional learning in many aspects. Academically, PBL medical students place more emphasis on meaning than on memorizing, use journals and on-line databases as sources of information, and use a more in-depth approach of learning. Unlike PBL, conventional teaching separates the basic science from the clinical practice. In the conventional curriculum, teaching is tutor-centered and comprises large group lectures, tutorials, structured laboratories experience, and periodic tests of achievement. Students passively absorb information rather than actively acquiring knowledge (2).