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Constructivism

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Swinburne Online

on 9 September 2013

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Transcript of Constructivism

Traditional models of learning
In traditional models of learning, students were seen as "empty vessels", ready to be filled with knowledge.
Traditional models of learning: participant roles
In these traditional models:
* Teachers were seen as active presenters of knowledge.
* Students were seen as passive recipients of knowledge.
Traditional models of learning: the nature of knowledge
In these traditional models:

- Knowledge was seen as objective: it existed as an independent entity.
Constructivism
According to the constructivist model of learning, students are not passive recipients of knowledge. In fact, they are active in constructing knowledge and understanding of the world.
Constructivism: the importance of experience
Every one of us has our own set of prior knowledge and experience. This means that each of our learning experiences will be unique, as we build additional knowledge and understanding on top of that we already hold. Piaget described two different processes by which this occurs:
Constructivism: how we learn
According to constructivist theory, we learn by active processes such as:
Becoming producers of information
Engaging in dialogue
Actively searching for information
Observing and experimenting
1. Assimilation: fitting new information to pre-existing knowledge.
2. Accommodation: altering pre-existing knowledge based on new information.
Constructivism: the role of the teacher
In constructivist models, rather than being a source of information, the role of the teacher is to assist and guide students as they actively work to construct knowledge.
Constructivism: the nature of knowledge
Knowledge is no longer seen as objective and external. As it is constructed by each learner, so each learner constructs their own reality and their own understanding of the world.
The world is flat!
Hmmm.... no...
The world is round!
Constructivism
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