Constructivism infographic

Constructivism

ZONE OF PROXIMAL DEVELOPMENT

More

Learner

experiences

beliefs

viewpoint

internal

external

cognitive

equilibrium

accomodation

??

skills too difficult

to master

!

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Instructor

co-construction instead of imposition of knowledge

facilitation & coordination

scaffolding

social constructivism

assimillation

Benefits

Limitations

real action plan is unclear, too abstract of an idea

difficult to implement in a traditional educational set-up with a big number of unique learners and one instructor

danger of too much freedom and too little directoin for the students when implemented incorrectly

personalization of learning through the consideration of the individualities of the learner creates a meaningful learning experience

real life problem solving as well as interactive approach make learning applicable in reality

a supporting role of the instructor encourages learners to think critically and not being afraid to ask questions

A learner enters a Zone of Proximal Development when s/he needs external guidance of a More Knowledgeable Other who provides appropriate support to help the learner master the skill (McLeod 2019).

Social constructivism as a theory starts with the Soviet psychologist and cognitivist Lev Vygotsky. Opposite to Piaget and Perry, he argued that learning cannot be separated from the social context as all social interactions find origin in socialization. According to Vygotsky, learning is a social process which is specific to each culture and society. (Social Constructivism, n.d.)

Existing schema is accommodated (modified) based on the newly acquired knowledge (Tchoshanov 2013)

Scaffolding is a process of assisting the learner with the appropriate assistance to complete the task and acquire the knowledge by the tutor. It was first developed by Jerome Bruner who believed that an instructor's support and guidance is needed when learners begin the learning process and it becomes flexible ones the learner gains confidence and experience (McLeod 2019).

Constructivism puts the learner at the heart of the learning process and emphasizes the individuality of each learner. The existing beliefs, viewpoint and previous experiences play a role in the construction of new knowledge by the learner, who is actively building it rather than passively receiving the instructor's knowledge (McLeod 2019; Vygotsky 1978).

A constructivist instructor is someone who co-constructs knowledge with the learner instead of simply imposing his knowledge. S/he provides appropriate support when needed and sees learning as a student-centered process (Tchoshanov 2013).

new knowledge is assimilated into the existing schema the learner has (Tchoshanov 2013)

Constructivism is a learning theory which puts the learner with their beliefs, previous experience and knowledge at the center of the learning process. Constructivists argue that rather than just absorbing the knowledge being poured onto them by an instructor, learners should construct their own knowledge (Vygotsky 1978). Each learner has a unique internal structure which is being adjusted to fit new, external information during the learning process. This process would look differently for everyone, depending on pre-existing viewpoint and experience. Teacher takes on a role of a facilitator who encourages exploration, reflection, critical thinking and collaboration and put the learning process above the result of an assessment (Education Theory n.d.).

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Problems vs

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Timeline

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