Transfer of Learning: Constructivism
Constructivism is the learning theory that focuses on observation by acquiring data and thereafter reexamining, altering, and updating information to be useful in the present time. Humans process experiences, knowledge, and conception of life based on their impressions of their past. As individuals experience an unfamiliar event, they will attempt to integrate it with their knowledge and past, therefore replacing old outdated or incorrect data with new more pertinent information (Kerka, 1997). This learning theory states that learning is an ongoing process and not about merely comprehending available data without questioning, processing, and updating previously learned information (Allen, 2005).
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Thoroughly rooted within constructivism is situation learning. “Situated learning theory posits that learning is unintentional and satiated within authentic activity, context, and culture” (Lave, 1988, p. 157). Situated learning is the product of authentic activities undertaken under the guidance of expert practitioners situated in a culture of practice (Shulman, 1986).
Organizations can assist employees learn through constructivism, more specifically situated learning through cognitive apprenticeships. Studies show the greatest learning tool was to place employees in complicated, high-risk, and stressful situations with an experienced or seasoned employees to help guide the employee handle the situation without too much involvement. For example, new healthcare workers learn more effectively when they contemplate on the negative or positive acquired knowledge. “The philosophical position of academic education that learning to know is the most important with application coming later” (Kerka, 1997, p. 28).
The constructivism learning theory benefits teachers and students alike in several ways. One benefits is that students are given the opportunity to be involved in the learning process therefore find learning enjoyable and interesting rather than sitting, listening, and perhaps avoid learning. The same concept applies to employee training. When a trainee participates in the learning process he or she not only becomes eager and interested in the
Constructivism is defined by ( (Marsh, 2007) as a theory of how the learner constructs knowledge from experience, which is unique to each individual. The theories of constructivism require qualitative change evidence within conceptual content(Carey, Zaitchik, & Bascandziev, 2015). Also, there’s a difference between cognitive constructivism and social constructivism. Cognitive Constructivism is when individuals construct ideas based off of personal process, whereas social constructivism believes that ideas are constructed through student and teacher interaction(Powell & Kalina, 2009) Many people give credit to Lev Vygotsky for his constructivist theory but Jean Piaget is the patriarch of the theory.
Generally, the course is built on the theory of constructivism, with an emphasis on prior experience and reflection. For example, instead of weekly lessons that divide content into general communication topics, there are context-based narratives that capture the environment in which the students (employees) normally perform their job duties. This follows “the constructivist view [that] turns toward a consideration of what real people in a particular knowledge domain and real life context typically do” (Bednar et al., 1992, p. 23). This paper will detail how constructivism and other evidence-based research influences details of the course further below.
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
Learning is described as a process by which behavior changes as a result of experience. According to Merriam and Cafarella (1991), there are five theories/orientations to learning, two of which will be compared in this paper; social learning theory and constructivism theory.
This course gave me the opportunity to rediscover and learn and understand my learning style and strategies. It provided me with a better understanding of the different learning styles and theories. What I found surprising was the fact that as an instructional designer you can increase the motivation level in the learner. Instruction designers can achieve learning environments and stimulate and sustain motivation, even though they cannot control it. The learner is the one responsible for their motivation, but it is clear that the environment can have a strong impact on both the direction and intensity of a person’s motivation. Furthermore, constructivism and social learning theories are very enlightening. The information of learning constructivist theories brings an understanding of the circumstance in which learning occurs and the social contexts that learners bring to the learning environment. The learning theories give a good foundation on the academic level and developments in the motivational research area, and the ARCS Model makes it possible to apply it to the online learning environment. I was also surprised to learn that I am also a social learner. I am a very private person and didn’t consider myself a social learner, however, I have learned that I enjoy more socializing in an online platform than in the classroom or a face-to-face contact. I also learned that I use
A cohesive approach to leaning where an individual is highest in terms of their involvement is one of the best approaches. It makes the learning approach an enjoyable activity and contributes to new knowledge. Therefore, for this reason the paper holds that the constructivism approach is one of the best methods of effectively teaching in the education sector, as my personal philosophy for education. It is beneficial and helps solve some of the unanswered questions such ambiguity, in knowledge and it being devoid of human experience that this paper goes on to support this notion.
Constructivism powerfully informs educational practice (Brooks, 2003). Constructivism promotes active problem solving, customized teaching strategies, and integrates assessments throughout the learning process so that students are involved in assessing their own progress (Constructivism, 2011). The constructivist theory is not, however, universally accepted; some say that objectivism, rather than constructivism is far more reasonable in its implementation (Carson, 2005). This paper will attempt to analyze ------------------------
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).
Human beings are interesting in nature. Vast studies and theories have been created in the past century, targeting the notion of how adults learn. In the culmination of this research derived the Andragogical Model and four types of adult learning theories. These types are called Humanism, Constructivism, Cognitivism and Behaviorism. Although the context of each theory may seem complex at first, they are rather simple and are clearly identified by their title. More specifically, Constructivism is the belief that “there is no ultimate shared reality, rather a reality that is the outcome of a constructive process.”4 Therefore, the method of teaching is best conducted, not through lecture, but through interactive learning such as games, media, discussions, cooperative learning and independent study1. Constructivism is the most effective learning theory when targeting an audience with little knowledge of the complex Performance Evaluation System.
Educational philosophies differ from person to person. From behaviorist to constructivist and everything in between, the one thing they have in common is that they attempt to explain how people learn. This paper will explain why I tend to lean toward the constructivist theory of education and defend this theory using a variety of current literature. It is important to note that the theories that are talked about as educational theories are often looked at as both theories of teaching and learning; however most of these theories are not theories of teaching but rather learning (Baviskar, Hartle, Whitney, 2009). This may be especially true for constructivism where there can be a common misunderstanding of what constructivism actually is
The foundations of this study are cemented with the constructivist beliefs and assumptions that learners actively construct their meaning and alter their prior knowledge by interacting with the learning environment (Jansen & Land, 2012). Constructivist approach to learning emphasizes the importance of actively building meaning by interacting with the learning environment and integrating new information into the learners existing knowledge (Dede, 2008; Dabbagh, 2006; Colburn, 2000). Students learn better when they are actively engaged in learning process (Jaakkola, 2012). In inquiry learning environments students learn by actively participating in the learning process, interacting with learning materials and building new knowledge upon their prior knowledge (von Glasersfeld, 1989; Jaakkola, 2012). Consequently inquiry contexts are more effective (Brown, 1997; Bybee, 2000; Edelson, Gording, & Pea, 1999; Haury, 1993; Jaakkola, 2012), than traditional learning by just discharging the knowledge towards the learner (Ernest, 1995).
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.
Through the collaborative efforts of psychologists Jean Piaget and Lev Vygotsky, philosopher Ernst von Glasersfeld and many other contributing researchers, Constructivism has become a successful and supported learning theory. It has been conducted off biological and evolutionary research on cognitive science and developed by researching its role in the representation of learning (Fosnot & Perry, 1996). As M. Gail Jones and Laura Brader-Araje (2002) discovered, Constructivism’s success was found due to previous frustrations with behaviourist education practices that left teachers feeling helpless with a system that placed responsibility for all student learning on them. Constructivism’ implementation altered how educators completely
Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the new experience into an already existing framework without changing that framework. This may occur when individuals' experiences are aligned with their internal representations of the world, but may also occur as a failure to change a faulty understanding; for example, they may not notice events, may misunderstand input from others, or may decide that an event is a fluke and is
People learn in many different ways. The most common types of learners are listening, seeing, or touch learners. Constructivism addresses all three of these learning styles. In a