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Cognitive
Constructivism (Piaget)
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Social
Constructivism (Vygotsky)
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The
MIND is in the head; focus on "cognitive reorganization
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The
MIND is in social transactions and emerges from acculturation into
a community of practice
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MATERIALS; uses primary data,"manipulatives," or other interactive
materials |
AUTHENTIC
PROBLEMS; learning environments reflect real-world complexities |
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STUDENT AUTONOMY;
thinking and learning responsibility in students' hands to foster
ownership
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TEAM
CHOICE AND COMMON INTERESTS; builds on common interests and experiences
within a learning group, and gives some choice to that group; learning
activities are "relevant, meaningful, and both product and process
oriented" |
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MEANINGFULNESS
AND PERSONAL MOTIVATION; learning related to personal ideas and
experiences
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SOCIAL
DIALOGUE AND ELABORATION; uses activities with multiple solutions,
uncertainty, novelty, etc, demanding dialogue, idea sharing, etc.;
encourages student elaboration/justification for their responses through
discussion, questioning, group presentations |
| CONCEPTUAL
ORGANIZATION/ COGNITIVE FRAMING; information organized around concepts,
problems, questions, themes, interrelationships; activities framed
within thinking-related terminology |
GROUP PROCESSING
AND REFLECTION; encourages group processing of experiences
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PRIOR KNOWLEDGE
AND MISCONCEPTIONS builds on prior knowledge and addresses misconceptions
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TEACHER EXPLANATIONS,
SUPPORT, & DEMONSTRATIONS demonstrates problemıs steps and provides
hints, prompts, cues, and clarifications where requested
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| QUESTIONING;
promotes individual inquiry with open-ended questions; encourages
question-asking behavior |
MULTIPLE VIEWPOINTS;
fosters multiple ways of understanding A problem; builds in audiences
beyond the instructor
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