Constructivism
Constructivism Essay
Introduction
In the past 40 years, education has been experiencing a revaluation. The aims of education have been changed because of the education theories, constructivism and behaviourism.
According to educational theories, we discuss and compare behaviourism and constructivism in the views of knowledge, learning and instruction.
The purpose of this academic essay is to discuss, reflect and conclude on two main educational theories, constructivism and behaviourism, which have been dominant in the field of learning and teaching. We will also argue these theories to reflect, which one of these theory is the more persuasive position.
This contemporary world has defined the individual, as an active participant who, does not just accepts the knowledge and reformats it, but interprets and gives meaning from their own point of view and does not wait for guidance. In this century, the information is produced rapidly and renews itself constantly. Consequently, the future of individual and society are interrelated, accessing the information, using knowledge effectively and advancing production skills.
Relation between Constructivism and Behaviourism
Kant (late 18th to early 19th centuries) explained that “logical analysis of actions and objects lead to the growth of knowledge and the view that one’s individual experiences generate new knowledge” (Brooks and Brooks, 1993, p. 23). We know that the idea of constructivism is not new. From the other point of view, on the basis of behavioural learning theories, the objectivist paradigm affects teaching-learning processes for many years and continues to influence it.
For many years in the past, traditional approaches are dominated in educational world. Teacher-centred teaching is adopted and also conducted. The teacher transmits the information, thus the student is not in active role in the learning process.
From the point of the constructivist philosophy, knowledge, instruction
Introduction
In the past 40 years, education has been experiencing a revaluation. The aims of education have been changed because of the education theories, constructivism and behaviourism.
According to educational theories, we discuss and compare behaviourism and constructivism in the views of knowledge, learning and instruction.
The purpose of this academic essay is to discuss, reflect and conclude on two main educational theories, constructivism and behaviourism, which have been dominant in the field of learning and teaching. We will also argue these theories to reflect, which one of these theory is the more persuasive position.
This contemporary world has defined the individual, as an active participant who, does not just accepts the knowledge and reformats it, but interprets and gives meaning from their own point of view and does not wait for guidance. In this century, the information is produced rapidly and renews itself constantly. Consequently, the future of individual and society are interrelated, accessing the information, using knowledge effectively and advancing production skills.
Relation between Constructivism and Behaviourism
Kant (late 18th to early 19th centuries) explained that “logical analysis of actions and objects lead to the growth of knowledge and the view that one’s individual experiences generate new knowledge” (Brooks and Brooks, 1993, p. 23). We know that the idea of constructivism is not new. From the other point of view, on the basis of behavioural learning theories, the objectivist paradigm affects teaching-learning processes for many years and continues to influence it.
For many years in the past, traditional approaches are dominated in educational world. Teacher-centred teaching is adopted and also conducted. The teacher transmits the information, thus the student is not in active role in the learning process.
From the point of the constructivist philosophy, knowledge, instruction
References: B. A. Bichelmeyer & Yu - chen Hsu (1999). Individually - Guided Education and Problem Based Learning: A Comparison of Pedagogical Approaches from Different Epistemological Views [Electronic version], The National Convention of the Association for Educational Communications and Technology (AECT) (21st, Houston, TX, February 10-14, 1999) Brooks, MG & Brooks, JG (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, Virginia: Association for Supervision and Curriculum Development Press. Fox, Richard (2001). Constructivism Examined [Electronic version], Oxford Review of Education Novak, J. D. (1998). Learning, creating and using knowledge: Concept maps as facilitative tools in schools and corporations [Electronic version] Lawrence Erlbaum Associates Publishers. Phillips, DC (2000). An opinionated account of the constructivist landscape. DC Phillips (Ed) [Electronic version], Constructivism in Education: Opinions and Second Opinions on Controversial Issues Richard R. Skemp, 1976, Relational Understanding and Instrumental Understanding [Electronic version] http://co1-pptbroadcast.officeapps.live.com/p/PowerPointBroadcast.aspx?pptbid=45a0f9d9-ab39-4fe5-922d-7c9d5b98c070