Constructive Learning: An Integrated Exploration in Learning Science

Author: Zhang Jianwei Sun Yanqing
Publisher:
Publish Date: 2005-06-01
Features: This book is one of the achievements of the National Education Science "Fifteenth Five-Year" Plan Youth Special Project (EMB010888). The book is divided into two parts: Theoretical Discussion and Practice Integration. In the Theoretical Discussion section: The introduction first summarizes the vision and approach of learning science and analyzes the basic direction of learning transformation in the information age from an integrated perspective of learning science. Chapter synthesizes recent research findings from various branches of psychology, revealing the rich experience world and immense potential of learners, leading us to re-examine our student perspective. Chapter 2 focuses on summarizing the basic views, main branches, and epistemological foundation of constructivist learning theory, summarizing three central shifts in learning perspectives: the active construction of learning, social interaction, and contextuality. However, since Chapter 2 only provides a concise overview of the essence of constructivism, it does not fully reflect the depth of its, as its more profound ideas are actually distributed throughout the chapters. Chapter 3 re-examines the role of knowledge in teaching, analyzes the assimilation and accommodation processes of knowledge construction, and focuses on discussing "learning for understanding" and conceptual change issues. Chapter 4 provides a comprehensive analysis of influential constructivist learning models and teaching approaches, summarizing the ideas and models of problem-based learning and knowledge construction communities. Constructivism is a new epistemology and learning perspective, but we can clearly see the echoes of early ideas such as "learning by doing" and "discovery learning." Therefore, Chapter 5 attempts to examine constructivism within the context of the development of teaching thought over the past 100 years: from Dewey's "learning by doing" to constructivism, viewing "learning by doing" as a consistent inquiry-based learning approach. It summarizes the two prototypes of "learning by doing" and their developmental trajectories, and explains "learning by doing" from the perspective of relevant learning theories. Chapters 6 and 7 discuss two aspects of..