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Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Both theories are now encompassed by the broader movement of progressive education. Constructivist learning theory states that all knowledge is constructed from a base of prior knowledge. As such, children are not to be treated as a blank slate, and make sense of classroom material in the context of his or her current knowledge. [3]
From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product.
Lev Vygotsky (1896–1934) The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge students' intelligence. He also created ZPD to further develop Jean Piaget's theory of children being lone and autonomous learners. [4]
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.
Piaget is considered the most influential figure in developmental psychology, though many of aspects of his theories are no longer accepted by mainstream psychologists. Developmental psychologists today do not view development as taking place in stages [ 60 ] [ 61 ] and many of Piaget's empirical findings have been overturned by subsequent ...
Appropriation draws on the developmental theories of Piaget and Vygotsky, as both the cognitive and social-constructivist views of learning are equally emphasized. [3] Henry Jenkins, discusses appropriation as "the ability to meaningfully sample and remix the content(s)" [4] of our culture for new expressive purposes. Jenkins noted that many ...
In psychology, constructivism refers to many schools of thought that, though extraordinarily different in their techniques (applied in fields such as education and psychotherapy), are all connected by a common critique of previous standard approaches, and by shared assumptions about the active constructive nature of human knowledge. In ...