learning_paradigms:constructivism
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learning_paradigms:constructivism [2011/07/01 11:17] jpetrovic [Read more] |
learning_paradigms:constructivism [2011/07/01 11:17] jpetrovic [Criticisms] |
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| * that these disadvantages will apply especially to novice learners(([[http://books.google.hr/books?id=iAgmAQAAIAAJ&dq=Integrating%20Educational%20Technology%20Into%20Teaching%202nd%20edition&source=gbs_similarbooks|Roblyer, M. D., Edwards, J., & Havriluk, M. A. Integrating educational technology into teaching (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. 1997.]])). | * that these disadvantages will apply especially to novice learners(([[http://books.google.hr/books?id=iAgmAQAAIAAJ&dq=Integrating%20Educational%20Technology%20Into%20Teaching%202nd%20edition&source=gbs_similarbooks|Roblyer, M. D., Edwards, J., & Havriluk, M. A. Integrating educational technology into teaching (2nd ed.). Upper Saddle River, NJ: Prentice-Hall. 1997.]])). | ||
| - | Although constructivism also includes learning methods with a certain degree of guidance and not just discovery learning and minimally guided instruction, critics claim that those methods still ignore proven benefits guidance, worked examples(()), and induce a higher cognitive load resulting in lower resources available for learning due to orientation on finding a solution to a problem. | + | Although constructivism also includes learning methods with a certain degree of guidance and not just discovery learning and minimally guided instruction, critics claim that those methods still ignore proven benefits guidance, worked examples, and induce a higher cognitive load resulting in lower resources available for learning due to orientation on finding a solution to a problem. |
| It is important to notice that these findings do **not indicate** that the initial **assumptions of constructivism** of a learner constructing his own representation of knowledge are **wrong**. The indicate that suggested instructional design consequences described in discovery learning models with minimal guidance do not necessarily follow. Today it is generally considered that advantages of guidance during instructional process begin to fade only when learners possess sufficient amount of prior knowledge to provide guidance by themselves(([[http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf|Kirschner, P. A, Sweller, J. and Clark, R. E. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist 41, no. 2: 75–86. 2006.]])). | It is important to notice that these findings do **not indicate** that the initial **assumptions of constructivism** of a learner constructing his own representation of knowledge are **wrong**. The indicate that suggested instructional design consequences described in discovery learning models with minimal guidance do not necessarily follow. Today it is generally considered that advantages of guidance during instructional process begin to fade only when learners possess sufficient amount of prior knowledge to provide guidance by themselves(([[http://www.cogtech.usc.edu/publications/kirschner_Sweller_Clark.pdf|Kirschner, P. A, Sweller, J. and Clark, R. E. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist 41, no. 2: 75–86. 2006.]])). | ||
learning_paradigms/constructivism.txt · Last modified: 2023/06/19 18:03 (external edit)
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