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Constructivist Learning in Science: Building Knowledge through Experience and Interaction

Learn how Vygotsky's constructivist theory emphasizes the significance of social interactions and cultural context in shaping knowledge acquisition. Discover the interconnectedness of prior knowledge, conceptual understanding, and cognitive development in the learning process.

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Constructivist Learning in Science: Building Knowledge through Experience and Interaction

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  1. Learning in Science

  2. Vygotsky(Constructivist) • Learning stems from experience • Involves language (and discussion) • Clarifies thinking • Requires processing • Within a social and cultural context • Within Zone of Proximal Development (ZPD) • Is contextually-based • Howe, 1996

  3. Vygotsky(Constructivist) • People learn • Everyday concepts (spontaneous) • “Scientific” concepts (non-spontaneous) • Concepts • Are constructed • Linked concepts transfer to new experiences • Howe, 1996

  4. Piaget(Constructivist) • Learning is active, constructive process • Learning derived from experience • New Knowledge • Assimilated • Accommodated • Learning is individual and internally driven • Developmental stages in learning • Linked to physical development • Limit learning • Howe, 1996

  5. Prior Knowledge I’d like the duck, but I have a plane to catch. I was brought into a large white room and my eyes began to blink because the bright light hurt them.

  6. Prior Knowledge

  7. Constructivism • Concepts – regularities in events or objects Consider: Chair Dog Running Blue Sunny Novak, 2002

  8. Prior Knowledge

  9. Prior Knowledge Which does not belong in this group? Salamander Jellyfish Tree Fish Jesse Ventura

  10. Constructivism • Knowledge • Builds on Prior Knowledge • Derived from reality • Is adaptive, useful • Is rational • “Created” by individuals • Socially constructed • Shapiro, 1994

  11. Constructivism • Knowledge • Rote (“situated” ) • Fuzzy Conceptions (Alternative conceptions) • Meaningful • Cognitive network: Schema • Illustrated through concept maps • Includes “misconceptions” • Novak, 2002

  12. Constructivist terminology • Proposition – A statement identifying the relationship between concepts Consider: Flowers have pistils. Flowers are part of plants. Dogs have legs. Water flows down hill.

  13. Animal Needs Oxygen May be a Needs May be a Bird Food Can Fish Reproduce May be a Trout Prior Knowledge Pyrrhuloxia

  14. Concept Maps

  15. Misconceptions Examples: Seasons Condensation

  16. Misconceptions • Constructed from experience, “prior knowledge” • Rational (make sense) • Useful • Common and typical • Stable and resistant to change

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