who created the constructivist learning theory?
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Social constructivism was developed by Lev Vygotsky (1978, p. 57) who suggested that, Every function in the child's cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).
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A prominent scholar in this respect is British sociologist Anthony Giddens, who developed the concept of structuration. Giddens argues that just as an individual's autonomy is influenced by structure, structures are maintained and adapted through the exercise of agency.
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Constructivist professional development give teachers time to make explicit their understandings of learning (e.g., is it a constructive process?), of teaching (e.g., is a teacher an orator or a facilitator, and what is the teacher's understanding of content?), and of professional development (e.g., is a teacher's own ...
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David Ausubel is a psychologist who advanced a theory which contrasted meaningful learning from rote learning. In Ausubel's view, to learn meaningfully, students must relate new knowledge (concepts and propositions) to what they already know. ... These more inclusive concepts or ideas are advance organizers.
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In observational learning, we learn by watching others and then imitating, or modeling, what they do or say. The individuals performing the imitated behavior are called models.
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VAK learning styles form a model of learning designed by Walter Burke Barbe and later developed by Neil Fleming. The VAK learning model divides people into three categories of learner: Visual learners – absorb information by sight.
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Behaviorist B.F. Skinner derived the reinforcement theory, one of the oldest theories of motivation, as a way to explain behavior and why we do what we do. The theory may also be known as Behaviorism, or Operant Conditioning, which is still commonly taught in psychology today.
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Founded by Jean Piaget, constructivism emphasizes the importance of the active involvement of learners in constructing knowledge for themselves.
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Constructivism emphasizes that knowledge emerges through the individuals' interaction with the environment in the course of experience. ... Social constructionism shares the view of interpretivism that meaning is created and negotiated by human actors, and it shares the same objective of understanding lived experience.
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In his theory of Cognitive development, Jean Piaget proposed that humans progress through four developmental stages: the sensorimotor, preoperational, concrete operational, and formal operational period.
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The theory has far-reaching consequences for cognitive development and learning as well as for the practice of teaching in schools. - Constructivism views each learner as a unique individual with unique needs and complex backgrounds, teacher must help these students to attain their goals.
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Beyond these three categories, many theories of and approaches toward human learning potential have been established. Among them is the theory of multiple intelligences developed by Howard Gardner, Ph.
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Main Theorists. John Dewey (1933/1998) is often cited as the philosophical founder of this approach. Bruner (1990) and Piaget (1972) are considered the chief theorists among the cognitive constructivists, while Vygotsky (1978) is the major theorist among the social constructivists.
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5.1 Kolb's theory of experiential learning The first was the theory and model of experiential learning proposed by David Kolb in 1984. As it stated that all learning was basically experiential, it aimed at covering human learning in general. Kolb took as his point of departure the theories of Piaget, Dewey and Lewin.
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Although there are many different approaches to learning, there are three basic types of learning theory: behaviorist, cognitive constructivist, and social constructivist. This section provides a brief introduction to each type of learning theory.
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What are the three main types of constructivism? Typically, this continuum is divided into three broad categories: Cognitive constructivism based on the work of Jean Piaget, social constructivism based on the work of Lev Vygotsky, and radical constructivism. According to the GSI Teaching and Resource Center (2015, p.
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These different learning styles—visual, auditory, reading/writing and kinesthetic—were identified after thousands of hours of classroom observation. The authors also created an accompanying questionnaire for educators to give to students to help them identify and understand their own learning preferences.