GROUP 3

PRESENTATION
Presented by:
Galsim, Kriselle P.
De Vera, Andrea
Bendian, Denise Rae
,Catherine Grace
Corongay, Nikki Rose
 CONSTRUCTIVISM:
KNOWLEDGE
CONSTRUCTION/
CONCEPT LEARNING
Presented by: Group 3
Kriselle P. Galsim
Earning Unit in Education

Professor:
Ms. Gloria Musni
Facilitating In Learning
 “ Teaching is not about filling up the
pail, it is about lighting a fire. “
CONSTRUCTIVISM:

 It is a theory on how humans generate knowledge and meaning from an interaction

between their experiences and their ideas.
 Based on observation and scientific study about how people learn.
 It says that people construct their own understanding and knowledge of the world,
through experiencing things and reflecting on those experiences.
 Constructivism
 Is a view of learning based on the belief that  In the classroom, the constructivist view of learning
can point towards a number of different teaching
knowledge isn't a thing that can be simply
practices. In the most general sense, it usually
given by the teacher at the front of the room
means encouraging students to use active
to students in their desks. Rather, knowledge techniques (experiments, real-world problem
is constructed by learners through an active, solving) to create more knowledge and then to
mental process of development; learners are reflect on and talk about what they are doing and
the builders and creators of meaning and how their understanding is changing. The teacher
knowledge. makes sure she understands the students'
preexisting conceptions, and guides the activity to
address them and then build on them.
 What is the history of Constructivism?
Lev Semyonovich Vygotsky Jean Piaget

 November 17, 1896 - June 11, 1934  9 August 1896 - 16 September 1980
 Vygotsky believed that learning needs to be  Piaget believed that children learn through
engaging. Vygotsky believed that learning takes organization and schemas. He believed that by
place as children are interacting with each other organizing concepts and ideas, children place them
and exploring their environment. into schemas.
 He believed that learning is simultaneous to social  He believed that children are in control of the
interaction and exploration. In other words, he did knowledge that they are provided and move
not feel as though one was more important than forward in construct their own learning by taking
the other. part in social activities and exploration
Jean Piaget - The learner is advanced through
three mechanisms
According to Jean Piaget the three mechanisms used are:

 Assimilation fitting a new experience into an existing mental structure(schema).

revising an existing schema because of new experience.

 Accommodation

seeking cognitive stability through assimilation and accommodation

 Equilibrium
 Lev Vygotsky - associated with the
social constructivist theory
1) Making meaning  the community places a central role, and the people around the student
greatly affect the way he or she sees the world.

 the type and quality of these tools (culture, language, important adults to
2) Tools for cognitive
the student) determine the pattern and rate of development.
development

 - problem solving skills of tasks can be placed into three categories: 1. Those
3) The Zone of Proximal
performed independently by the learner. 2. Those that cannot be performed
Development
even with help. 3. Those that fall between the two extremes, the tasks that
can be performed with help from others.
 Two Views of Constructivism
1. Individual Constructivism 2. Social Constructivism
 this is called cognitive constructivism. It  this view emphasizes that knowledge exists in a
emphasizes individual, internal construction of social context and is initially shared with others
knowledge. instead of being represented solely in the mind of
an individual.

 is based on the idea that people actively construct  focuses on the collaborative nature of learning.
or make their own knowledge, and that reality is Knowledge develops from how people interact
determined by your experiences as a learner. with each other, their culture, and society at large.
Basically, learners use their previous knowledge as Students rely on others to help create their
a foundation and build on it with new things that building blocks, and learning from others helps
they learn. them construct their own knowledge and reality.
 Constructivism is a learning theory…

 Learning is an active process in which the  Learning is contextual.

learner uses sensory input and constructs  Learning is a social activity
meaning out of it.  One needs knowledge to learn.
 People learn to learn as they learn..  It takes time to learn.
 The crucial action of constructing meaning is  Motivation is a key component in learning.
mental.
 Learning involves language.
 Characteristics of Constructivism
1. Learners construct understanding
• Learners as active thinkers who interpret new information based on
what they already know.
2. New learning depends on current understanding
3. Learning is facilitated by social interaction
• Believes in creating a community of learners within classrooms

4. Meaningful learning occurs within authentic learning task

• Involves constructing knowledge and understanding that is so akin to
the knowledge and understanding needed when applied in the real
world.
 Organizing Knowledge
Concepts:
a concept is a way of grouping or categorizing objects or events in our mind. It includes a group of
tasks such as model, discuss, illustrate, explain, assist, etc.

Concepts as Feature Lists:

 A defining feature is a characteristic present in ALL instances.
 EX: A triangle has 3 sides. Having 3 sides is a defining feature of a triangle since ALL triangles have
3 sides.
 A correlation feature is one that is present in many positive instances but not essential for concept
membership
 EX: A mother is loving. being loving is a common feature present in the concept. But a mother
may not be loving.
Concepts as Prototypes:
 A prototype is an idea or a visual image of a “typical” example.
 EX: Thinking of a fruit that has a red colour. Usually people would think of an apple instead of a
cherry.

Concepts as Exemplars:
 Represents a variety of examples. It allows learners to know that an example under a concept may
have variability.
 EX: A learner’s concept of vegetable may include a wide variety of diferent examples like
cauliflower, kangkong, string beans, etc. When he encounters a new type of vegetable like
“bistuelas”, he would search from the exemplars he knows and looks for one that is similar, like
string beans.
 Examples of Concepts
Concrete concepts
have aspects or dimensions that are easily seen, heard, or touched. Fruit would be an
example of a concrete concept due to its tangible characteristics of being seed-
associated, fleshy, and plant-derived.
Semi-concrete
concepts have some combination of concrete and non-concrete characteristics. Take the
semi-concrete concept of a politician, for instance. Some characteristics of a politician
could be concrete, such as a holder or candidate for an elected office. However, other
characteristics may not be as concrete, such as one who serves the public.
Abstract concepts
do not have many (if any) absolute characteristics that are easy to comprehend with the
senses. Unlike concrete and semi-concrete concepts, abstract concepts are not explained
by a list of well-defined rules or characteristics. More often, they are understood by
mental images or beliefs about its characteristics. Love would be a good example of an
abstract concept, as the characteristics of love might differ from one person to the next.
 CONCEPTS vs. TOPICS
• Fruit – Apple, Banana, Tomato
• Transportation – Car, Train, Bicycle
• Politician – President, Mayor, Bob Dole
• Love – Mother & Child, Patriotism, Forgiveness
• Change – Weather, The Civil War, Growing Older
• Culture – Native Americans, Christmas, The Glass Ceiling
 Making Concept-Learning Effective
• Provide clear definitions of the concept
• Make the defining features very concrete and prominent
• Give a variety of positive instances
• Cite a “best example” or a prototype
• Provide opportunity for learners to identify positive and negative instances
• Ask learners to think of their own example of the concept
• Point out how concepts can be related to each other
Schemas and Scripts
• A schema is an organized body of
knowledge about something. It is like
a file of information you hold in your
mind about something.
• A script is a schema that includes a
series of predictable events about a
specific activity
 Applying Constructivism in Facilitating
Learning
• Aim to make learners understand a few key ideas in an in depth manner, rather
than taking up so many topics specifically.
• Give varied examples.  Provide opportunities for experimentation
• Provide lots of opportunities for quality interaction.
• Have lots of hands-on activities
• Relate your topic to real life situations  Do not depend on the explanation
method all the time
Thank you for listening 