Graduate School of Arts and Social Sciences Internationalt

Graduate School of Arts and Social Sciences Internationalt formidlingsseminar 2010 15. – 17. marts 2010 Nyborg Strand Hvornår giverdet mening? An introduction to Constructivist Learning Education Theory 15 March 2010 George E. Hein Professor Emeritus Lesley University ghein@lesley. edu http: //www. lesley. edu/faculty/ghein/index. html

A Theory of Education Requires: • Theory of Learning How do people learn? Why do they learn? • Epistemology (A Theory of Knowledge) What is the “it” that people learn? Applies to skills and attitudes as well as “knowledge” • Pedagogy Given the two above, how to teach?

Some general characteristics of learning • Learning is a complex process (but everyone learns) • In general, learning is continuous and cyclical (Kolb for example) • Learning involves more than intellect (emotion, motivation, etc. ) K. Illeris talks of “incentive” • Learning is “situated”, i. e. impacted by its environment Falk and Dierking’s socio-cultural and physical context Gilmore & Pine, look at entire “experience” • Learning happens in intentional environments (school, museums) and in general environments (family, museums, stores)

Knowledge Learning in Schools and Museums Theory of Learning Hein, G. E. (1998) Learning in the Museum, London: Routledge.

Theories of Learning Passive mind, Knowledge added bit by bit Active learner constructs knowledge Assumed by lecture/text Required for behaviorist theory Assumed by Discovery Required by Constructivism Matches “Cumulative” K. Illeris “Assimilative” Matches ”Accommodative” K. Illeris “Transformative”

Historical Trend for Learning Theories of Learning Passive <1900 Time Active 2000 The general concept of “human development” is a great intellectual development of the 20 th Century (Freud, Piaget, Vygotsky, etc. ) To believe that human growth is neither predetermined, nor guided by a supernatural force (a final cause) is a modern idea.

What is meant by “constructing meaning? ” Piaget’s distinction: Assimilation and Accommodation (Illeris uses similar language) Both are essential for education Assimilation Categories already exist “inside” to organize experience (information) from “outside. ” Example: Learning that Copenhagen is the capital of Denmark*—if you already know what a country is and what “capital” means. *But, is Jerusalem the capital of Israel, or the proposed “State of Palestine, ” or both? Good model for “ordinary” learning: practice and repetition help Piagetian concepts adapted from diagrams available at: http: //www. learningandteaching. info/learning/assimacc. htm

Accommodation Learning of interest to Educators For accommodation, categories need to be created “inside” for experiences (information) from “outside. ” Example: Learning that there are political entities, subdivision, states, capitals, etc. special cities that are capitals of states, nations, etc. Accommodation requires a mental change (usually a displacement of former concepts): mental agility, imagination, appreciation for new ideas helps. (Note: These all need to be learned!) Piagetian concepts adapted from diagrams available at: http: //www. learningandteaching. info/learning/assimacc. htm

Theory of Knowledge exists Independent of knower Knowledge constructed individually and socially. Not the same for everyone Derived from same intellectual roots as theories of development, but more recent (and not complete) acceptance. A component of post-modernist thinking. Not possible without modern biology (Darwin) and modern, probabalistic physics that include the possibility for change and growth without extra-natural causes. Humans create meaning (knowledge) There is no certainty

Constructivism proposes that besides having to create new categories for learning the categories themselves are created by humans as they learn and have no absolute existence outside of our minds. “Karen” “George” Piagetian concepts adapted from diagrams available at: http: //www. learningandteaching. info/learning/assimacc. htm “Sidsel”

Traditional Lecture And Text Discovery Learning Theory of Learning Stimulus-Response Approach (Behaviorism) Theory of Passive mind, knowledge added piecemeal Knowledge is external exists independent of learner Constructivism Knowledge is internal, constructed in learner’s mind in context (social) Hein, G. E. (1998) Learning in the Museum, London: Routledge. Active engagement of mind

Pedagogy for different sectors: Traditional—focus on content, arrange this in the most logical manner: chronology; simple to complex; basic to advanced Emphasis on “knowledge” Behaviorism—break into sequential steps, emphasize desired outcome through drill and repetition, consider rewards (and/or punishment). Emphasis on learning (mostly as assimilation) Discovery—provide activities that are most likely to lead learner to figure out principles, generalizations, structure, etc. Emphasis on active learning towards a specific “knowledge” outcome Constructivism—provide experiences that encourage meaning making and improve thinking and problem solving ability. Emphasis on learning to learn, on processes.

Possible pedagogic attitudes towards personal meaning making, both in learning and in knowledge. 1. Ignore (Traditional, Content Centered) 2. Suppress (Behavioral) 3. Tolerate as Inevitable (Discovery) 4. Encourage or Embrace (Constructivism)

Meaning making (conceptual change/ accommodaton) happens through metaphor, induction, play, sudden insight, “Eureka!” etc. For concept change to occur, the “inconvenience” (challenge? opportunity? ): 1. Must be within reach of the learner (student/visitor)— neither too familiar nor too strange (An empirical question, varies over a range for visitors) 2. Must be worthwhile, the learner must have a reason to prefer the new idea/concept/attitude (Gilmore & Pine talk of “sacrifice” vs what visitors want) This is the crucial pedagogic problem of constructivism for schools and museums

Example of Constructivist, Progressive Pedagogy (Why was Freire exiled? ) Paulo Freire (1921 -1997) Known for his literacy training using simple, familiar and powerful images—and discussion about them—in the service of social action. Man in the world and with the world, nature and culture Illustrations from Education for Critical Consciousness (1973) Man transforms the material of nature by his work

Naïve Learner Personal Knowledge Shift from Naïve to Expert Discipline Content More advanced learner Personal Knowledge Learner Discipline Content In a Discipline: Expert Personal Knowledge Discipline Content

What makes (even small) conceptual changes possible? • Logic/consistency • Intellectual elegance • Respected authority • Aesthetic appeal • Imagination • Ideological (moral) match • It “feels” right • Social approval • Other rewards NOTE: no factor is necessary; any or all can be sufficient.