CONTRUCTIVISM
I believe that constructivism is known as one of the schools that has
been established space research and has participated in education, with very
good results in the area of learning, the philosopher Vygotsky believed that
human development is a process of cultural development. Therefore, training of
psychological functions are superior is through practice and instrumental
activity, but not individual, but social interaction or cooperation,
constructivism has been established in some important points.
The student is responsible for their own learning
It is he who builds his own
knowledge.
Teaching focuses on the constructive mental activity of the student, not
only activates when driving, explore, discover, or invent, but also to read or
listen to,
Thus Vygotsky theory has focused on the importance of the teacher as
facilitator of learning growth in students. Importantly, students acquire more
knowledge when it comes collaboratively. Vygotsky thinking is to look from a
different perspective on learning seen as a social construction.
Vygotsky thought that leaves us to implement in our area as future
teachers is the emphasis on teaching a role that cannot be limited solely to
create optimal conditions for the student to deploy a constructive mental
activity rich and diverse; the teacher becomes a facilitator who should lead
this activity so that the construction of the student progressively closer to
what they mean and represent the content as "cultural knowledge"
based on the form of meaningful learning, caring for others and take
responsibility for them at school. Special attention to all students to feel
welcome and safe, both educational and social support and learn to respect
others and themselves. This is achieved through the participation of parents,
teachers and students representing and accountability and voice to all parts of
the school to participate in building a positive community within it. Intended
to maintain the theory of constructivism and l good collaborative learning
link audio: http://vocaroo.com/i/s1i55qhBp2lc
link audio: http://vocaroo.com/i/s1i55qhBp2lc
CONSTRUCTIVISM
ResponderBorrarThe Theory of social constructivism, believes that learning and development is a collaborative activity and that children are cognitively developed in the context of socialization and education. The perceptual, attention, and memory capacities of children are transformed by vital cognitive tools provided by culture, such as history, social context, traditions, language, and religion. For learning to occur, the child first makes contact with the social environment on an interpersonal level and then internalizes this experience. The earlier notions and new experiences influence the child, who then constructs new ideas. Vygotsky’s (1978, p. 56) example of being able to point a finger displays how this behavior, which begins as a simple motion, becomes a meaningful movement when others react to the gesture.
Vygotsky’s constructivism is known as social constructivism because of the significance of culture and social context. For Vygotsky, the zone of proximal development “. . . the distance between the actual development of a child as determined by the independent problem solving, and the level of potential development as determined through problem solving under adult guidance or in collaboration with more peers (Vygotsky: 1978)” suggests that cognitive development is limited to a certain range at a particular age. However, with the help of social interaction, such as assistance from a mentor, students can comprehend concepts and schemes that they cannot know on their own. Curriculum specialists and lesson plan builders can use the zone of proximal development as a guiding reference.