Transcript Theories of Learning: Constructivist Theories

Theories of Learning:
Constructivist Theories
Dr. K. A. Korb
University of Jos
19 May 2009
Outline
• Overview of Constructivism
• Schema Theory
• Situated Cognition
Dr. K. A. Korb
University of Jos
Assumptions of Constructivism
• Knowledge is constructed as learners make
sense of their experience
– Knowledge constructions may not match reality
• Learners actively seek meaning in the
environment
• In the learning process, learners create and
test theories until a satisfactory explanation is
known
• Knowledge is context-dependent
• Social interactions are vital to learning
Dr. K. A. Korb
University of Jos
Types of Constructivism
• Psychological Constructivism: Learning as
improving individual knowledge and cognitive
abilities
– Many cognitive theories of learning can also be
classified as Psychological Constructivist theories
Dr. K. A. Korb
University of Jos
Constructivism:
Process of Learning
Schema:
Typically a
misconception
Test
Schema
Develop new
schema
(Accommodate)
No
Expected
Results?
Dr. K. A. Korb
University of Jos
Yes
Assimilate
Schema
• Schema: Structure for representing concepts in
memory
• Schema Theory: Theory of how knowledge is
represented and how the representation of
knowledge guides the application of knowledge
• Incoming information from the environment is
organized around previously developed schema
• Gist: Central idea
Dr. K. A. Korb
University of Jos
Schema
• Schemas are like:
– Dramas: Schemas provide the script where the
variables (aka characters, setting, and action) are
unique to each performance
– Theories: Interpret phenomenon and make
predictions about unobserved events
– Procedures/Algorithms: Evaluate new information
to determine the fit to the schema and then
directs future behavior
Dr. K. A. Korb
University of Jos
Properties of Schemas
• Schemas are developed by prior knowledge and experience
• Actively build schemas and revise in light of new information
• Information from the environment is processed and
transformed depending on prior schemas
• Schemas help people understand, interpret, and remember
incoming information
• Facilitates memory because it is easier to remember schema
than details
• Culture influences schemas
– Memory for knowledge or an event is determined by the cultural
context in which it takes place
Dr. K. A. Korb
University of Jos
Functions of Schema
•
•
•
•
•
Organize knowledge
Assist recall
Guide behavior
Enable predictions
Make sense of current experiences
Dr. K. A. Korb
University of Jos
Learning New Knowledge
• Three reactions to new information:
– Accretion: Incorporate new information to
existing schemata without making changes to the
schemata
– Tuning: Modify schemata to be more consistent
with experience
– Restructuring: Create a new schemata because of
inconsistency between old schemata and new
information
Dr. K. A. Korb
University of Jos
Benefits of Schema
• Benefits of connecting new information to
prior knowledge:
– Better retention of information
– Better ability to access information in authentic
situations
Dr. K. A. Korb
University of Jos
Schema Theory in Education
• Students construct and apply appropriate
schema to solve practical problems in various
domains
– Become “expert” problem solvers in school
courses
• Instructional Strategies
– Reduce extra cognitive load – Irrelevant tasks
– Increase relevant cognitive load
Dr. K. A. Korb
University of Jos
Identifying Students’ Schemas
•
•
•
•
Observe
Ask for explanation
Ask to make predictions
Ask to teach another student
Dr. K. A. Korb
University of Jos
Classroom Implications
• Prior knowledge influences what and how a student learns
• What is remembered is largely a function of what was
understood to begin with
• Students learn best when they link new information with
related existing ideas
– Information is forgotten unless integrated into existing schemata
• The schemas of students are different from each other and
from the teacher
• Both understanding and memory are driven by meaning
• Learning should occur in the context in which it will be used
Dr. K. A. Korb
University of Jos
Types of Constructivism
• Social Constructivism: Learning as increasing
the ability to participate with others in
activities meaningful within the culture
– Culture influences thinking when a more skilled
person uses tools and practices from the culture
to instruct another toward valued cultural goals
– Thinking influences culture when members
generate new practices and solutions to add to
the cultural group’s repertoire
Dr. K. A. Korb
University of Jos
Situated Cognition
• Situated Cognition: Skills and knowledge are
tied to the situation where they were learned
– Knowledge learned outside of a meaningful
context is useless
– Focus on apprenticeships
• Expert guides novice, beginning with simple tasks and
move to more complex tasks
Dr. K. A. Korb
University of Jos
Situated Cognition
• Situated Cognition: Cognition is adapted to the
environment
– Learning develops in a social context
• Other theories of learning assume that learning
occurs within the learner
– Learners internalize knowledge
– Individual person is on the learner
• Situated Cognition: A culture is the learner
– Knowledge: Effective living practices within the culture
– Learning: Developing the ability to use the tools and skills
valued by one’s society
Dr. K. A. Korb
University of Jos
Principles of Situated Cognition
• Cognition is social:
– Other learning theories assume knowledge is “out
there” so learning is the process of internalizing
knowledge
– Situated Cognition: Learning requires social
participation.
• Cognition takes place in the social environment
• Minds are not separate from the culture
• Knowledge is distributed across the cultural
environment
– Tools, books, and communities
• Knowledge is effective participation in socially
valued endeavors
• Education should aim to help students to engage
meaningfully with the environment
Dr. K. A. Korb
University of Jos
Most Learning
Theories
Situated
Cognition
Determines
Knowledge
Knowledge
Internalize
Culture
Effectively
engage in
culture
Influences
Learner
Learner
Dr. K. A. Korb
University of Jos
Situated Cognition
• What is a community that you participate
in?
• What is your role in that community?
• What are the tools you use in that
community?
• What is the language that you use in that
community?
Dr. K. A. Korb
University of Jos
Situated Cognition in Education
• Knowledge does not transfer between tasks
– Teaching by abstracting concepts is not effective because
learning only occurs in authentic situations
– Inert Knowledge: Knowledge that a student has acquired
but is not able to be applied to relevant situations
• Authentic Learning: Students learn a subject in a
manner similar to how an expert in that domain
practices
– Create an environment that is as similar as possible to the
context where knowledge and skills will be applied
Dr. K. A. Korb
University of Jos
Situated Cognition in Education
• Learning in formal education should focus on
acquiring knowledge and skills in contexts that
reflect how the knowledge and skills will be
useful in real life (Collins, 1988)
• Students learn subjects by becoming
historians, mathematicians, scientists, etc. by
cognitive apprenticeships
Dr. K. A. Korb
University of Jos
Benefits of Situated Cognition in Education
• Students are more likely to:
– Learn about the conditions for applying
knowledge
– Engage in creativity and problem solving
– Understand the implications of their knowledge
– Organize knowledge in ways that enable them to
apply knowledge to later use
Dr. K. A. Korb
University of Jos
Revision
• What are the assumptions of a constructivist view of
learning?
• What is the difference between psychological
constructivim and social constructivism?
• What are schemas and how do they influence
learning?
• What are the three ways that schemas are developed?
• What is the major proposition of situated cognition?
• What implications does situated cognition have for
education?
Dr. K. A. Korb
University of Jos