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Two View of Constructivism

There are two views of constructivism: individual and social. Individual constructivism emphasizes internal construction of knowledge based on Piaget's theory, while social constructivism emphasizes knowledge as socially constructed initially and shared with others based on Vygotsky's theory. Constructivism posits that (1) learners actively construct understanding, (2) new learning depends on current understanding, and (3) learning is facilitated by social interaction within authentic tasks. Effective concept learning involves providing examples, defining features, and opportunities to identify concepts. Schemas are organized knowledge files and scripts describe predictable event sequences. Applying constructivism means focusing on key ideas with varied examples, hands-on activities, interaction, and relating topics to real

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29 views2 pages

Two View of Constructivism

There are two views of constructivism: individual and social. Individual constructivism emphasizes internal construction of knowledge based on Piaget's theory, while social constructivism emphasizes knowledge as socially constructed initially and shared with others based on Vygotsky's theory. Constructivism posits that (1) learners actively construct understanding, (2) new learning depends on current understanding, and (3) learning is facilitated by social interaction within authentic tasks. Effective concept learning involves providing examples, defining features, and opportunities to identify concepts. Schemas are organized knowledge files and scripts describe predictable event sequences. Applying constructivism means focusing on key ideas with varied examples, hands-on activities, interaction, and relating topics to real

Uploaded by

Ayuso, Brijett May
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Two view of Constructivism

Individual Constructivism. This also called cognitive constructivism. It emphasizes individual, internal
constructivism of knowledge. It is largely based on Piaget’s theory. Proponents of this type choose child-
centered and discovery learning. They believe the learners should be allowed to discover principles
through their own exploration rather than direct instruction by the teacher.

Social Constructivism. this view emphasizes that “knowledge exist in a social context and is initially
shared with others instead of being represented solely in the mind of individual.” It is based on
Vygotsky’ theory. Here, construction of knowledge is shared by two or more people. According to social
constructivist, the opportunity to interact and shared among learners help to shared and refined their
ideas. Knowledge construction become social not individual.

Characteristics of Constructivism
1. Learners construct understanding. As discussion earlier, constructivist do not view learners as
just empty vessels waiting to filled up. They see leaners as active thinkers who. They construct
knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It
is through the present view or scheme that the learners has that new information will be
interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of
learners” within classroom. Learning communities help learners take responsibility for their own
learning. Learners have a lot of opportunities to cooperate and collaborate to solve problems
and discover things. Teachers play the role of facilitator rather than an expert who has all the
knowledge.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that
involves a learning activity that involves constructing knowledge and understanding needed
when applied in the real world. Example, a writing activity where six-years olds prepare a
checklist of things they need to do in the school is more an authentic activity than for them to be
working only in tracing worksheets with dotted lines.

Organizing Knowledge
Concepts. Is a way of grouping or categorizing objects or events in our mind. A concepts of “teach”
includes a group of tasks such as model, discussion, illustrate, explain, assist, etc. In your life as a
students you would learn thousands of concepts, some simple ones, others more complicated that
may take you to learn more and experience more.

Concepts as Feature Lists. Learning a concept involve learning specific features that characterize
positive instance of the concept. Included here are defining features and correctional feature. A
defining feature is a characteristic present ALL instances. Correlational Feature is one that is present
in many positive instances but not essential for concept membership.

Concepts as Prototypes. A prototypes is an idea or a visual image of a “typical” example. It is usually


formed based on the positive instances that learners encounter most often.
Two view of Constructivism

Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that
an example under a concept may have variability.

Making Concept-learning Effective


 Provide a clear definition of the concept
 Make the defining features very concrete and prominent
 Give a variety of positive instances
 Give negative instances
 Cite a “best example” or prototype
 Provide opportunity for learners to identify positive and negative instances
 Ask learners to think of their own example of the concept
 Point out how concepts can be related to each other

Schemas and scripts. A schema is an organized body of knowledge about something. It is like a file of
information you hold in your mind about something. Like a schema of what a teacher is. Scripts is a
schema that includes a series of predictable events about a specific activity

Applying Constructivism in facilitating learning


 aim to make learners to understand a few key ideas in an in-depth manner, rather than taling up
so many topics superficially.
 Give varied examples.
 Provide opportunities for experimentation.
 Provide lots of opportunities for quality interaction.
 Have lots of hands-on activities
 Relate your topic to real life situations.
 Do not depend on the explanation method all the time.

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