Module 8 - Topic 3 - 1. Constructivist View of Teaching and Learning (video) PDF

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Module 8 – Topic 3: Constructivist View of Teaching and Learning Video Transcript: Throughout this course, we have made references to constructivism and the cultural context of learning. When learners are actively engaged in constructing knowledge, they create networks of knowledge that are interconnected and integrated. As well, they are able to creatively and critically solve problems and to construct new knowledge. The theory of embodied cognition emphasizes learning in real time, real life contexts.

Recall our discussion in Module 2 about Piaget’s notion of cognitive constructivism. Piaget was less concerned about children’s ability to come up with the 'correct' meaning or knowledge, because as children develop, their thinking will gradually become more organized, adaptive, and abstract.

Vygotsky’s notion of social constructivism incorporates social interactions, cultural tools and activities in the construction of knowledge. In Vygotsky’s social constructivism, learners participate in learning activities with others to develop new strategies and knowledge.

From a broader perspective, constructionism refers to the ways in which common-sense ideas, everyday beliefs, cultural beliefs, and word views are communicated to members of our society. Knowledge that is constructed is inherently useful to those within the community of practice, hence the term situated learning. Consequently, what we learn in school should not only enhance our cognitive and metacognitive abilities, but should also enhance our ability to function optimally in our society.

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Summary:

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Learners are active in constructing their own knowledge.

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Social interactions are important in the process of co-constructing knowledge.

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Piaget’s cognitive constructivism

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Vygotsky’s social constructivism

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Constructionism

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