Constructivism

Emphasis on discovery in learning has precisely the effect on the learner of leading him to be a constructionist, to organize what he is encountering.

In Piaget's theory of development, children construct a series of schemata, based on the interactions they experience, to help them understand the world.

Anchored Instruction is a technology centered learning approach, which falls under the social constructionism paradigm.

Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky.

It is based largely on the socio-cultural theories of Soviet psychologist, Lev Vygotsky.

Private speech was first studied by Lev Vygotsky and Jean Piaget.

Lawrence Kohlberg's theory on the stages of moral development is an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget.

Appropriation of knowledge is the process of constructing knowledge from social and cultural sources, and integrating it into pre-existing schemas.

Constructivism has been considered as a dominant paradigm, or research programme, in the field of science education since the 1980s.

John Burville Biggs (born 25 October 1934) is an Australian educational psychologist and novelist who developed the SOLO taxonomy for assessing the quality of learning outcomes, and the model of constructive alignment for designing teaching and assessment.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice.

Funds of knowledge is a model that describes the strategic and cultural resources that minority households have, which children can draw upon in school.

Hutchins argues that mental representations, which classical cognitive science held are within the individual brain, are actually distributed in sociocultural systems that constitute the tools to think and perceive the world.

Commognition developed from Sfard's 1998 distinction between "acquisition" and "participation" metaphors for learning, an article that became one of the most cited in educational research.

A community of practice (CoP), also called a vertical community, is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly".

Legitimate peripheral participation (LPP) describes how newcomers become experienced members and eventually old timers of a community of practice or collaborative project.

The apprentice perspective is an educational theory of apprenticeship concerning the process of learning through active participation in the practices of the desired skills, such as during workplace training.

Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.

With many students and multiple different levels of skill or Zones of Proximal Development, there is a need to create many support structures that can properly address each student's developmental level.

Social learning (social pedagogy) is learning that takes place at a wider scale than individual or group learning, up to a societal scale, through social interaction between peers.

Process Oriented Guided Inquiry Learning (POGIL) is an activity-based, group-learning instructional strategy.

Emphasis was instead placed on social skills and self-expression through cultural activities and physical training, as well as teacher-prepared materials, experience-based learning and children's own writing.

A culminating project (also known as a senior project, grad project or exit project), is a project that challenges high school seniors to demonstrate their academic knowledge in an experiential way (in most cases).

A Constructivist-Developmental Approach.

Dewey's arguments undergirded the movements of progressive education and constructivist education, which called for teaching and learning beyond rote content knowledge.

Although based on the work of Piaget, the influence of Vygotsky's 'constructivist theory' and learning in the classroom has become more popular because it considers the influence of group processes and social contexts that are, in themselves, influenced by such constructs as cultural diversity and stages of development.

Those who advocate constructivism believe that a learner's ability to learn relies largely on what they already know and understand, and the acquisition of knowledge should be an individually tailored process of construction.

Cognitive flexibility theory builds upon other constructivist theories (e.g., constructivist, subsumption, genetic epistemology)

He believes in a constructivist account of learning in which the learner is seen as actively making meaning rather than absorbing information

Glasersfeld is known for the development of radical constructivism.

APOS Theory takes a constructivist view towards mathematical learning.

The approach builds on work by Jean Piaget and Lev Vygotsky and takes a constructivist approach.

Phenomenon-based learning is a constructivist form of learning or pedagogy, where students study a topic or concept in a holistic approach instead of in a subject-based approach.

Authentic learning, on the other hand, takes a constructivist approach, in which learning is an active process.

Dialogue Education is a form of Constructivism and can be a means for Transformative learning, (Vella, 2004).

This theory opposes traditional epistemology and unites constructivism and structuralism.

In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.

Student-centred learning theory and practice are based on the constructivist learning theory that emphasises the learner's critical role in constructing meaning from new information and prior experience.

Constructivists advocate that learning is better facilitated in a minimally guided environment where learners construct important information for themselves.

constructivist approaches to knowledge creation, emphasizing students' interpretations of texts and free expression of ideas in writing (often through daily journal entries)

Social constructivism is a sociological theory of knowledge.

Knowledge building can be considered as deep constructivism that involves making a collective inquiry into a specific topic, and coming to a deeper understanding through interactive questioning, dialogue, and continuing improvement of ideas.

Constructivist teaching is based on constructivism.

Constructivist approaches to human learning have led to the development of the theory of cognitive apprenticeship.

Constructive alignment was devised by Professor John B. Biggs, and represents a marriage between a constructivist understanding of the nature of learning, and an aligned design for outcomes-based teaching education.

Radical constructivism is an approach to epistemology that situates knowledge in terms of knowers' experience.

Derived from the constructivist learning theory and social psychology's social interdependence theory, positive interdependence theory is the foundation of modern collaborative and cooperative practice in business, science, and education.

Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function of gaining knowledge.

In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions.

Janet Emig's 1977 article "Writing as a Mode of Learning," grounded in constructivist theories of education, suggested that writing functioned as a unique and invaluable way for students to understand and integrate information.

The first assumption states people create knowledge by interpreting their personal experiences through what is known as constructivism.

Her research program has focused on the development of scientific reasoning skills, critical thinking, metacognition, informal reasoning, and constructivist teaching methods, such as problem-based learning and collaborative learning.