An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori
Yükleniyor...
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
What people gain through sensation and cognition make up the individuals’
experiences and knowledge. Individuals benefit from previous experiences when
resolving problems. Knowledge is constructed from the meanings one attributes to
nature and the environment. In theories, it means that constructers depend on
observation and when directly translated, the theory has the meaning of
observation. In other words, we construct our own reality with those belonging to
our social circle. For us, there is the world and we can’t disregard that; however,
the relationship between us and the outside world is a joining as materialistic and
structural as in a social environment. In this article, while the foundation of
constructivism is being thoroughly analysed, Vico’s ideas in the 18th century and
the neurobiological studies of scientific knowledge have been utilized. In light of
constructivist learning, Dewey’s opinion on “Experience and Education”, Piaget’s
cognitive schema theory in “cognitive development”, and Montessori’s ideas on
“Decentring the Teacher” have been examined. Finally, the ideas of the three
names on constructivist learning have been interpreted.
Açıklama
Anahtar Kelimeler
Kaynak
International Journal of Instruction
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Ültanır, E. (2011). An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori . International Journal of Instruction , 5 (2) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5139/70038
