Dewey
Learning by Doing
Learning occurs through experience.
Erikson
Socioemotional Development
Erikson's "Eight Stages of Man" describes a series of
crises individuals pass through at different ages. The stages
begin with "trust versus mistrust" in infancy and
continue through a series of paired outcomes for each age through
older adulthood.
Piaget
Genetic Epistemology
Developmental stages of child development:
0-2 years: "sensorimotor" - motor development
3-7 years: "preoperation" - intuitive
8-11 years: "concrete operational" - logical, but non-abstract
12-15 years: "formal operations" - abstract thinking
Kohlberg
Stages of Moral Development
Pre-Conventional - based on self-centered interests
Conventional - based on conformity to local expectations
Post-Conventional - based on higher principles
Skinner
Operant Conditioning
(Behaviorism)
Learning is the result of changes in behavior. As
stimulus-response cycles are reinforced, individuals are
"conditioned" to respond. Distinguished from
Connectionism because individuals can initiate responses, not
merely respond to stimuli.
opportunity for concrete, contextually meaningful experience through which they
can search for patterns, raise their own questions, and construct their own
models.
engage in activity, discourse, and reflection
take on more ownership of the ideas, and to pursue autonomy, mutual reciprocity
of social relations, and empowerment to be the goals.
"knowledge proceeds neither solely from the experience of objects nor from an
innate programming
but from successive constructions."
and the effect of social interaction, language, and culture on learning.
This movement occurs in the so-called "zone of proximal development" as a result
of social interaction.
disappointed with the overwhelming control of environment over human behavior
that is represented in behaviorism.
recognized two
internalization
basic processes operating continuously at every level of human activity
internalization and externalization
complex mental function is first an interaction between people
becomes a process within individuals
This transformation involves the mastery of external means of thinking and
learning to use symbols to control and regulate one's thinking.
the claim is that mental processes can be understood only if we understand the
tools and signs that mediate them
the gesture of pointing could not have been established as a sign without the
reaction of the other person.
Bruner's key concepts
mode of representing past events through appropriate motor responses
which enables
perceiver to "summarize events by organization of percepts and of images
symbol system which represents things by design features that can be arbitrary
and remote, e.g. language
Bruner's influence on instruction
Translating material into children's modes of thought:
enable learners to develop cognitive growth: questioning, prompting
discovery as" all forms of obtaining knowledge for oneself by the use of one's
own mind
Interpersonal interaction
Discovery learning:
Spiral Curriculum:
promote concept discovery, the teacher presents the set of instances that will
best help learners to develop an appropriate model of the concept.
cognitive
constructivists
sociocultural constructivists
focusing on the individual cognitive construction of mental structures;
emphasizing the social interaction and cultural practice on the construction of
knowledge
Promote discovery in the exercise of problem solving
Variables in instruction: nature of knowledge, nature of the knower, and
nature of the knowledge-getting process
Feedback must be provided in a mode that is both meaningful and within the
information-processing capacity of the learner.
Intrinsic pleasure of discovery promote a sense of self-reward
Knowledge cannot exist independently from the knower;
Learning is viewed as self-regulatory process
Cognitive constructivists focus on the active mental construction struggling
with the conflict between existing personal models of the world, and incoming
information in the environment.
Sociocultural constructivists emphasis
in which learners construct their models of reality as a meaning-making
undertaking with culturally developed tools and symbols
and negotiate such meaning thorough cooperative social activity, discourse and
debate (
Learners are active in making sense of things instead of responding to stimuli.
learners " make tentative interpretations of experience
requires invention and self-organization
Errors need to be perceived as a result of learners' conceptions and therefore
not minimized or avoided.
the learners are responsible for defending, proving, justifying, and
communicating their ideas to the classroom community.
humans seek to organize and generalize across experiences
According to TIP's
Theory Into Practice
Spiral organization:
Going beyond the information given:
Readiness:
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
that learning is an active process in which learners construct new ideas or
concepts based upon their current/past knowledge.
Instruction must be structured so that it can be easily grasped by the student
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
learning is an active process in which learners construct new ideas or concepts
based upon their current/past knowledge.
Bruner's major theoretical framework is that learning is an active process in
which learners construct new ideas or concepts based upon their current/past
knowledge.