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Lecture 10

EPSY 3300 Lecture Notes - Lecture 10: Knowledge Forum

Educational Psychology
Course Code
EPSY 3300

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EPSY pg. 1
Ch. 10 Constructivist Learning Theory, Problem
Solving, and Transfer
Meaningful Learning Within a Constructivist Framework
oMeaningful learning occurs when individuals construct a personal
interpretation of the world by filtering new ideas and experiences through
existing knowledge structures (ex: schemes)
oDiscovery Learning-An early constructivist perspective
Too much school learning emphasizes rote learning of verbal
statements and math formulas that cannot be applied outside of the
Children should be helped to figure out how to solve problems.
An approach that today is called inquiry learning
oConstructivism today
Common claims that frame constructivism
Meaningful learning- the active creation of knowledge
structures from personal experience
Knowledge structures are created from interpretations
of personal experience and from interactions with others who
have different ideas
Self-regulation is a key to successful learning
Solving authentic problems contributes to meaningful
learning and transfer
3 variations on a constructivist theme
Cognitive constructivism-emphasizes the development
of meaningful learning by focusing on the cognitive processes that
take place within the individuals
Social constructivism-emphasizes the development of
meaningful learning by focusing on culture and social interactions
Critical constructivism- emphasizes the effect of
teachers' assumptions about students from various racial, ethnic,
and SES backgrounds on students knowledge construction
Putting constructivist learning in perspective
Cognitive apprenticeship-teachers model cognitive
processes that students eventually take responsibility for as they
become more skilled
Situated learning-students given learning tasks situated
in realistic contexts
Multiple perspectives-students given opportunities to
view ideas and problems from multiple ways
The nature of problem solving
o3 common types of problems
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