MODULE 14
UNIT 3.3 COGNITIVE PROCESSES
CONSTRUCTIVISM: KNOWLEDGE
CONSTRUCTION/CONCEPT LEARNING
BEHAVIORISM BEHAVIORISTS
Behaviorists saw
Behaviorism
learning as a change
focused on the
in behavior brought
external, about by experience
observable with little
behavior. acknowledgement of
the mental or internal
aspects of learning.
"FILLING UP THE PAIL”
Learners are passive receivers of
knowledge.
"LIGHTING THE FIRE"
Giving opportunities for learners to
explore and discover.
TWO VIEWS OF
CONSTRUCTIVISM
INDIVIDUAL CONSTRUCTIVISM SOCIAL CONSTRUCTIVISM
The view highlights that knowledge is
Cognitive constructivism focuses on
socially constructed and shared rather
individual knowledge construction,
than solely an individual mental
rooted in Piaget's theory. Advocates
representation, based on Vygotsky's
favor child- centered and discovery
theory. Social constructivists believe
learning, encouraging learners to that interaction among learners shapes
explore and discover principles and refines their ideas, making
independently instead of relying on knowledge construction a collective
direct teacher instruction. rather than individual process.
CHARACTERISTICS OF CONSTRUCTIVISM
Both individual and social views of constructivism share four
common characteristics, as noted by Eggen and Kauchak.
1. LEARNERS CONSTRUCT 3. LEARNING IS FACILITATED BY
UNDERSTANDING. SOCIAL INTERACTION.
Constructivists promote
Constructivists view learners as active
"communities of learners"
thinkers rather than passive vessels.
in classrooms, encouraging students to take
They interpret new information based on charge of their education through
prior knowledge and construct cooperation, with teachers as facilitators
understanding in a personal context. rather than primary knowledge providers.
2. NEW LEARNING DEPENDS ON 4. MEANINGFUL LEARNING OCCURS
CURRENT UNDERSTANDING. WITHIN AUTHENTIC LEARNING TASKS.
Background information is crucial as it An authentic task includes learning
shapes how learners interpret new activities
information based on their current that mimic real-world applications, such
views or understanding. as having six-year-olds create a school
checklist instead of tracing lines on
ORGANIZING KNOWLEDGE
CONCEPT - CONCEPT IS GROUPS OR CATEGORIZES OBJECTS OR EVENTS
MENTALLY. FOR INSTANCE, THE CONCEPT OF "TEACH" INCLUDES TASKS LIKE
MODEL, DISCUSS, AND EXPLAIN. AS A STUDENT, YOU WILL LEARN THOUSANDS
OF CONCEPTS, RANGING FROM SIMPLE TO COMPLEX, REQUIRING GRADUAL
UNDERSTANDING.
CONCEPTS AS FEATURE LISTS CONCEPTS AS PROTOTYPES
Learning a concept requires understanding
A prototype is an idea or a visual image of a
specific features that define positive
"typical" example. It is usually formed based
instances, including defining and
on the positive instances that learners
correlational features. A defining feature is
encounter most often.
essential for all instances, such as a triangle
having three sides. In contrast, a
correlational feature is common but not
essential; for example, a mother is often
loving, but not all mothers are loving.
MAKING CONCEPT-LEARNING
EFFECTIVE
Provide a clear definition
of thethe
Make concept
defining features
CONCEPTS AS EXEMPLARS very concrete and
Exemplars showcase diverse prominent
examples, helping learners Give a variety of positive
understand variability within instances Give negative
concepts. For instance, a learner's
instances
concept of vegetables includes
Cite a "best example" or a
various examples like cauliflower,
cabbage, and corn. When prototype Provide opportunity for
encountering a new vegetable like learners to identify positive and
"bitsuelas," they compare it to negative instances Ask learners to
known exemplars, such as string think of their own example of the
beans, to find similarities. 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. Like a schema of what a teacher
is. A script is a schema that includes a series of
predictable events about a specific activity.
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Aim to make learners
understand a few key ideas
APPLYING in an in-depth manner, rather
than taking up so many
CONSTRUCTI topics superficially.
Give varied
examples. Provide
VISM IN opportunities for
experimentation.
FACILITATING Provide lots of opportunities
for quality interaction.
LEARNING Have lots of hands-on
activities. Relate your topic
to real life situations.
Do not depend on the
explanation method all the
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