discuss the unique features of constructivism?
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Moving from constructivist philosophy, psychology and epistemology to the characterization of constructivist learning environments presents the challenge of synthesizing a large spectrum of somewhat disparate concepts. An appropriate analogy for the way in which constructivist concepts have evolved is that of a prism with many facets. While the facets reflect the same light and form one part of a whole, they nonetheless each present distinct and finely delineated boundaries.
The presentation of characteristics in this section aims to remain true to this analogy in that it recognizes and attempts to represent the variety of ways in which constructivism is articulated in the literature. Situated cognition, anchored instruction, apprenticeship learning, problem-based learning, generative learning, constructionism, exploratory learning: these approaches to learning are grounded in and derived from constructivist epistemology. Each approach articulates the way in which the concepts are operationalized for learning. The researchers and theorists whose perspectives are listed below suggest links between constructivist theory and practice. They provide the beginnings of an orienting framework for a constructivist approach to design, teaching or learning.
Jonassen (1991) notes that many educators and cognitive psychologists have applied constructivism to the development of learning environments. From these applications, he has isolated a number of design principles.
The presentation of characteristics in this section aims to remain true to this analogy in that it recognizes and attempts to represent the variety of ways in which constructivism is articulated in the literature. Situated cognition, anchored instruction, apprenticeship learning, problem-based learning, generative learning, constructionism, exploratory learning: these approaches to learning are grounded in and derived from constructivist epistemology. Each approach articulates the way in which the concepts are operationalized for learning. The researchers and theorists whose perspectives are listed below suggest links between constructivist theory and practice. They provide the beginnings of an orienting framework for a constructivist approach to design, teaching or learning.
Jonassen (1991) notes that many educators and cognitive psychologists have applied constructivism to the development of learning environments. From these applications, he has isolated a number of design principles.
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