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Conclusion about constructivism education
Conclusion about constructivism education
Conclusion about constructivism education
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Constructivism: A Matter of Interpretation
The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do.
Other key features of knowledge construction are functional context, social context, and usefulness. The process works most effectively when it is embedded in a context in which new knowledge and skills will be used. Research on thinking and learning reinforces the idea that people learn through interaction with others (Johnson and Thomas 1994). Although learning is a matter of personal and unique interpretation, it takes place within the social context. In addition, learning must be useful to the learner; intrinsic motivation emerges from the desire to understand, to construct meaning (Billett 1996).
Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina...
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Blanche filled the void her husband left by having sex with random, younger men. She was drawn to them because they reminded her of her husband, Allen. Blanche states that “intimacies with strangers was all I seemed to fill my empty heart with” (Williams 128). Even with the countless encounters with strange men, Blanche never found anyone to fill the void. She tried to use the intimacies to distract her from her husband's death. The death of her husband enforced a new level of madness upon Blanche. She became more promiscuous as a result, which further demonstrates why the suicide of her husband was an illuminating moment in the play and how her internal struggle caused by her husband’s death changed her into a sex
Hans Frank served as a personal legal advisor to Adolf Hitler and was former “Generalgouverneur of Poland” a region which soon became the testing ground for the conspirators' program of "Lebensraum." Frank referred the policy which he envisioned to put into effect by declaring: "Poland shall be treated like a colony; the Poles will become the slaves of the Greater German World Empire." Frank can be considered the emblematic ‘desk perpetrator’, never personally drawing the trigger but managerially supporting the smooth organization of the killing operations and deportation of Polish Jews. The area originally contained from 2,500,000 to 3,500,000 Jews. They were forced into ghettoes, subjected to discriminatory laws, deprived of the food necessary to avoid starvation, and finally systematically and brutally exterminated. On 16th December, 1941, Frank told the Cabinet of the Governor General: "We must annihilate the Jews, wherever we find them and wherever it is possible, in order to maintain there the structure of the Reich as a whole." By 25th January, 1944, Frank estimated that there were only 100,000 Jews left. Frank was nicknamed “The Jew butcher of Cracow” Whilst Hitler’s regime was disintegrating during the spring of 1945, Frank had fled to Haus Bergfrieden, Bavaria, where he was later captured by the US 7th Army on May 4th 1945. As mentioned in previous chapter, there was no former case against the Jewish before the International Military Tribunal. However the London Charter in Article 6 (c) stated that “before crimes against humanity could be proven, crimes against peace and war crimes had to be established”
Anabolic-androgenic steroids are a group of hormones, which includes the natural male hormone, testosterone, and a number of synthetic compounds. "Anabolic" refers to muscle building, while "androgenic" refers to increased masculine characteristics. Anabolic effects are basically muscle growth. Androgenic effects produce secondary male sex characteristics like facial hair, body hair, deepening of the voice, and so on. In the 1950's scientists were trying to isolate the muscle building properties without the masculinizing effects. This lead to the development of synthetic anabolic steroids.
Lumia, A., McGinnis, M. (2010) Impact of Anabolic Steroids on Adolescents Males. Physiology & Behavior. Vol 100 (3): 199-204
Although steroids have many negative effects, they have many needed medical purposes. Androgens have many legitimate medical uses, such as the use for treatment of hypogonadal men to compensate for the lack of endogenous production. Anabolic steroids are also helpful for the treatment of certain adolescent diseases, some types of anemias, and for a relatively rare form of edema. Other clinical uses focus on the tissue building and anti-catabolic effects, such as in the treatment of burn victims, AIDS, or HIV positive patients, or patients malnourished from disease or old age (Bellino 1).
Watching a young child grow from infancy to toddler hood, we marvel at the amount of learning that has allowed her to understand her expanding environment. Those early years provide the basis for language, physical dexterity, social understanding, and emotional development that she will use for the rest of her life. All of this knowledge is acquired before she even sets foot in school! This child has taught herself by gathering information and experiencing the world around her. This is an example of constructivism. Constructivism emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning. It recognizes the construction of new understanding as a combination of prior learning, new information, and readiness to learn. Individuals make choices about what new ideas to accept and how to fit then into their established views of the world (Brooks & Brooks, 1995).
Constructivism is a theory of learning that emphasizes the active construction of knowledge by individuals.
In Anderson’s Feed, most of the American population is joined to the internet with chips implanted into their brains. This might not be the first science fiction novel to explore the idea that the internet is in our brains, but it does so with an awareness of how that might affect our planet and our biological being in a very visceral, fleshy way. The feed is destroying the planet and interrupts common, basic biological functions. Not only are humans themselves decaying and humanity ceasing to exist, but even the planet has become so polluted that it cannot sustain or support it natural cycles or maintain many populations of wildlife.
The concept describes that our knowledge is something to be constructed internally rather than reflected from external realities. After the initial proposition of constructivism there came about the idea that “a reasonable conclusion is that at least three levels of constructivist advocacy appear frequently in contemporary educational literature”, according to Null 2004. Those three levels include epistemological constructivism, which focuses on issues like race, gender, and class and how issues like these need to be fixed. Next is instructional constructivism, which focuses on individual learning in the classroom. The last is prescriptive constructivism, which focuses on the relationship between teacher and student and proposes that teachers instruct with their students rather than at their students. No matter what level it is being taught, the basis of constructivism is to move away from the traditional practice of teaching the classroom through lecture primarily, and to adopt teaching the classroom through
The city of London proved to be the sole dominant location in the 1800’s during the Victorian era in this novel. As the story unfolds in the classic literature novel, “The Strange Case of Dr. Jekyll and Mr. Hyde” written by Robert Louis Stevenson, the magnificent city of London becomes a darker and mysterious location. The powerful city of London embodied the freedom and solitude required for the antagonist of the story, Mr. Hyde to hide his wicked behavior from the society as a whole. According to the history of the Victorian age, “Traditional ways of life were fast being transformed into something perilously unstable and astonishingly new” (1049). The population in England was growing at an astounding rate, illustrating the transition that the country of England was enduring. Instead of being strictly set in one specific location for the duration of the novel, the city of London was divided into two distinct societies consisting of both east and west London. East London, which is where most of the actions are taken place in the novel, was inhabited with the more poor people facing great poverty. On the other hand, west London was inhabited with the wealthier and they were exposed to more opportunities for the well-educated individuals. According to Darwin’s findings, “These two highly distinct societies were challenged by Darwin’s beliefs in the survival of the fittest” (1057). Darwin emphasized that only the fittest individuals regarding their wealth, intelligence, and reputation will survive within the British Empire during the Victorian era. The others living during this time will likely fade and not survive within the society. In Robert Stevenson’s “The Strange Case of Dr. Jekyll and Mr. Hyde”, Hyde embodies what happens to...
One common point which is similar in both movie and the drama text is that it in a way sympathizes with females who are powerless by highlighting how they are dependent on men. Blanche who is shown more as an insecure female in her 30’s hides her frustration, and anger by masking herself as a women belonging to rich-upper class section of society. Similarly in Stella despite of being abused by her husband she continues to rely on him because of no other support in her life.
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. Assessment becomes part of the learning process so that students play a larger role in judging their own progress.
When examining a study from a constructivist lens, the researcher must ask themselves: How does learning occur? What is the mechanism behind learning? Is it external? Internal? Due to social connections? These are example guiding questions constructivist researchers seek to answer. Constructivism is defined as individuals constructing their own knowledge of the world either internally, or externally by interacting with individuals. When individuals encounter a new experience, it causes them to compare it to their previous idea or experience. This interaction leads to a change in what the individuals believe, or a discardment of the new information. At some point every human tests and revises their knowledge through interactions and experiences. Examples of these experiences can be the classroom, home, and interactions with people. The mechanism of how an individual construct
Constructivism is a somewhat new, but up-and-coming ideology that is progressing through education. In order to properly understand constructivism, one must understand the history. Then, building upon the history one begins to understand its progression through education. Then, building upon that knowledge we can begin to see the applications of constructivism in the modern classroom. In the process of establishing the layout this paper, a method of constructivism, also known as scaffolding, was shown. Scaffolding is the process of establishing what a learner's base knowledge is and then teaching them in a method that relates and builds upon that. This leads into the broader idea of Constructivism, which the view of learning is based upon the learner produces knowledge and form meaning based upon their experience. ("Piaget's Theory of Constructivism", 2006)
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...