2. Outline of the Report
• Concept of Constructivism
• Principles of Constructivism
• Key Influential Figures in Constructivism
3. • Two Views of Constructivism
– Individual Constructivism
– Social Constructivism
• Characteristics of Constructivism
– Learners construct understanding
– New learning depends on current understanding
– Learning is facilitated by social interaction
• Meaningful learning occurs within authentic
learning tasks
4. • Organizing Knowledge
– Concepts
• Concepts as Feature Lists
• Concepts as Prototypes
• Concepts as Exemplars
• Making Concept-Learning Effective
– Schema and Scripts
• Applying Constructivism in Facilitating
Learning
6. • It is a theory of knowledge that argues that
humans generate knowledge and meaning
from an interaction between their
experiences and their ideas
• Focuses on knowledge construction
7. • Based on a type of learning in which the
learner forms, or constructs, much of what he
or she learns or comprehends
9. Jean Piaget
developed four
cognitive stages that
showed how children
construct new
knowledge as they
moved through
different schemas by
building on what they
already knew.
10. Jerome Bruner
- Believed that constructivist
learners are participatory
learners
- His theory incorporated the
theoretical concept of
cognition
- teachers should start
discussions in class to build
upon questions and
answers
11. Lev Vygotsky
- Created social cognition
learning which asserts that
culture is the prime
determinant of a child’s
social development.
- He proposed the zone of
proximal development,
collaborative learning,
scaffolding, and anchored
instruction (technology
based learning where
students build on what they
already know).
12. John Dewey
- A part of the progressive
education movement
which focused on
educating the whole entire
body of a child, socially,
mentally, and physically
- Dewey was known as a
pragmatist, who only
believed the truth of
theories if the theory
actually worked
26. SOCIAL CONSTRUCTIVISM
•knowledge exist in a social context and
is initially shared with others instead of
being represented solely in the mind of
an individual
28. Learners construct understanding
• Learners are not just empty vessels waiting to
be filled up
• Learners are active thinkers who interpret new
information based on what they already know
• Learners construct knowledge in a way that
makes sense to them
29. New learning depends on current
understanding
• Background information is important
• It is through the present views or scheme that
the learner has, that new information will be
interpreted
30. Learning is facilitated by social interaction
• Learning communities help learners take
responsibility for their own learning
• Teachers play the role of facilitator rather than
an expert who has all the knowledge
31. Meaningful learning occurs within
authentic learning tasks
• Involves a learning activity that entails
constructing knowledge that is akin to the to
the knowledge needed when applied in the
real world
36. Concepts as Prototypes
prototype is an idea or visual image of a typical
example. It is usually formed based on the
positive instances that learners encounter
most often.
37. Concepts as Exemplars
exemplars represent a variety of examples. It
allows learners to know that an example
under a concept may have variability
40. a) Provide a clear definition of the concept
b)Make the defining features very
concrete and prominent
41. a) Provide a clear definition of the concept
b) Make the defining features very concrete and
prominent
c) Give a variety of positive
instances
42. a) Provide a clear definition of the concept
b) Make the defining features very concrete and
prominent
c) Give a variety of positive instances
d)Give negative instances
44. e) Cite a “best example” or a prototype
f) Provide opportunity for learners
to identify positive and negative
instances
45. e) Cite a “best example” or a prototype
f) Provide opportunity for learners to identify
positive and negative instances
g)Ask learners to think of their own
example of the concept
46. e) Cite a “best example” or a prototype
f) Provide opportunity for learners to identify
positive and negative instances
g) Ask learners to think of their own example of
the concept
h)Point out how concepts can be
related to each other
48. SCHEMA
is an organized body of knowledge about
something
SCRIPT
is a schema that includes a series of predictable
events about a specific activity.
50. • Aim to make learners understand a few key ideas
in an in-depth manner, rather than taking up so
many topics superficially.
• Give varied examples
• Provide opportunities for experimentation
• Provide lots of opportunities for quality
interaction
51. • Have lots of hands-on activities
• Relate your topic to real life situations
• Do not depend on the explanation method all
the time.
