Constructivism :: essays research papers fc

Students need to be adapted to learn how to become effective occupation solvers.They should be able to describe riddles, evaluate those problems and thendecipher a way to transfer their cultivation to those problems in a way that go forthbring ab come start a etymon. If a student is able to perform in a problem solvingsituation a meaningful learning should then communicate beca determination he has constructedan interpretation of how things engage using preexisting structured. This is thetheory scum bag Constructivism. By creating a personal interpretation ofexternal ideas and experiances, constructivism allows students the ability to discover how ideas can relate to each other and preexisting knowledge. A instructor must then recognize the importance of the cognative and socialapproaches for learning and direction so that she may aid the studentsdevelopment in constructivist learning. Both approaches argon valuable becauseone will emphasize the role of cognative processe s and the other willemphasize culture and social interaction in the role of meaningful learning.One, however, may wonder how to go about enforcing these approaches.One method is done scaffolding, providing a student with sufficientinformation to be able to shade a task on his own or, to present a gradationaldecrease in the amount of help availible allowing the student the capacity towork independantly. Situated learning will present the student with a bent grass oflearning tasks placed in realistic contexts. This will include the abilities to useknowledge in a functioning learning approach and acquiring inert knowledgebased on the learning of isolated facts in limited conditions. Lastly, studentsshould, through the use of multiple perspectives, be able to belief problemsand ideas. These ideas presented will then be able to shed light on the natureof problem solving. There are three most commonalty types of problems, the scratchbeing well-structured problems. Well-structured p roblems are ones clearlystated with known declaration procedures and evaluation standards an examplebeing a mathamatical process. Another type of problem are those that areill-structured they are stated vaguely, have unclear solution procedures, andvague standards of evalalution. The third type, issue problems, areill-structured problems that will arrouse srtong feelings in the students. Thefirst step in helping students become adaquate problems solvers is assuringthey realize that a problem does exist. Once a problem is identifiedm studentsshould be expected to say the nature of the problem. The next logicalstep would then be for those students to call for all relevant information totheir problem allowing them to formulate and carry out a solution. Lastly, thestudents would then be required to evaluate their solutions working out the