Python Notes for mca i year students osmania university.docx
Cognitiveconstructivism
1.
2. What is Constructivism?
A view of learning based on the belief that
knowledge isn't a thing that can simply be
given by the teacher at the front of students
Students learn by fitting new information
together with what they already know
Learners are the builders and creators of
meaning and knowledge
Knowledge is constructed by learners through
an active, mental process of development
4. Piaget believed learning occurs by an active
construction of meaning, rather than by
receiving it passively.
He states," when we, as learners, encounter an
experience or situation that conflicts with our
current way of thinking, a state of imbalance is
created”
We must alter our thinking to restore
equilibrium or balance
5. To do this, we must associate it with what
we already know
The developing child must build
cognitive structures through the use of
…..
Mental maps
Concept maps
Flow chart ,Problem solving ,classification
9. Mind maps help us begin with information we are
familiar with and branch out to build new ideas.
10.
11. SYSTEM CONCEPT MAP/ DATA FLOW DIAGRAM
(Based on the procedure of the study undertaken)
Selection of the Sample School
Development of Concept maps for selected unit
Preparation of the achievement test
Sample selection
Achievement test (pre- test)
Evaluation of the Achievement test
Teaching students by using concept maps
Achievement test (post- test)
12. To further Piaget’s thinking....
We must alter our thinking to restore balance
or equilibrium
To do this, we must associate it with what we
already know
13. why constructivism is important?
Fosters critical thinking
Creates active and motivated learners
Students are able to learn through constructing
their own understandings
This approach frees teachers to make decisions
which enhance and enrich student’s
development.
15. How does the constructivist teacher make
this style work?
He/she is flexible
She/he creatively incorporates on going
experiences with real-life situations
Students work in small groups
Students work individually
Interactive activities become main focus (if
materials can be related to an interest of the
child, they are more appropriate to
remember them)
17. What does student-centered mean?
The students are the center of attention, not
the teacher
Children are placed in groups, they work
together to find meaning
Each student takes on a different objective or
part of the assignment or project
They become “experts” on their subject
18. What does student-centered mean?
Students teach one another to become experts on
their “piece of the puzzle”
Together, as a whole, the group becomes experts
from one another
The teacher = facilitator, guide on the side NOT
mentor in the middle
19. What about the constructivist classroom?
"Students should be presented with real life problems and then helped to discover
information required to solve them" John Dewey
As we now know, the environment is a
student-centered one
Students are empowered by a teacher who
operates as a “guide on the side” vs. a “mentor
in the center” or “sage on the stage”
Classrooms are structured so that learners are
immersed in experiences with in which they
may engage in meaningful………
21. Important roles of the Teacher
Watching
Listening
Asking questions to learn about students
Having the ability to observe and listen to one’s
students and their experiences in the classroom
contributes to his other ability to use a
constructivist approach
A constructivist approach contributes to one’s
ability to observe and listen in the classroom.
22. In conclusion…
I believe in teaching through constructivism
because…
1. Allows for students to become engaged with
one another
2. Cuts out the “talking head”
3. Children learn through own experiences based
on their lives
4. Remember information down the road of life
instead of memorization
23. Resources
Piaget, J. (1977). The development of thought: Equilibration of cognitive
structures. (A. Rosin, Trans). New York: The Viking Press.
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory
of the literary work. Carbondale, !!: Southern Illinois University Press.
Smith, K. (1993) Becoming the “guide” on the side. Educational Leadership, 51
(2), 35-37.
Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: New standards for
teaching and learning in America’s schools. Portsmouth, NH: Heinemann.
Twomey Fosnot, C. (1989). Enquiring teachers, enquiring learners: A
constructivist approach for teaching. New York: Teachers College Press.
McNeil, L. (1986). Contradictions of control: school structure and school
knowledge. New York: Routledge.
Mezirow, J. and Associates. (1990). How critical reflection triggers
transformative learning. In J. Mezirow and Associates (1990), Fostering
critical reflection in adulthood: A guide to transformative and emancipatory
learning. San Francisco: Jossey-Bass Publishers
