Internationalt formidlingsseminar 2010 15. – 17. marts 2010 Nyborg Strand Hvornår giverdet mening? George E. Hein Professor Emeritus Lesley University [email protected]http://www.lesley.edu/faculty/ghein/index.html Graduate School of Arts and Social Sciences
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Internationalt formidlingsseminar 2010 15. – 17. marts 2010 Nyborg Strand Hvornår giverdet mening? An introduction to Constructivist Learning Education.
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Internationalt formidlingsseminar 2010 15. – 17. marts 2010 Nyborg Strand
Hvornår giverdet mening?
George E. Hein Professor EmeritusLesley University
• Theory of LearningHow 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 environmentFalk and Dierking’s socio-cultural and physical contextGilmore & Pine, look at entire “experience”
• Learning happens in intentional environments (school, museums) and in general environments (family, museums, stores)
Theory of Learning
Th
eory
of
K
now
led
ge
Learning in Schools and Museums
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/textRequired for behaviorist
theory
Matches “Cumulative”K. Illeris “Assimilative”
Assumed by DiscoveryRequired by Constructivism
Matches ”Accommodative” K. Illeris “Transformative”
Theories of Learning
Passive<1900
Active2000
The general concept of “human development” is a great intellectual development of the 20th 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.
Historical Trend for Learning Theories
Time
AssimilationCategories 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.
Piagetian concepts adapted from diagrams available at:http://www.learningandteaching.info/learning/assimacc.htm
What is meant by “constructing meaning?” Piaget’s distinction: Assimilation and Accommodation(Illeris uses similar language) Both are essential for education
Good model for “ordinary” learning: practice and repetition help
*But, is Jerusalem the capital of Israel, or the proposed “State of Palestine,” or both?
AccommodationLearning of interest to EducatorsFor 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
Knowledge existsIndependent 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
Piagetian concepts adapted from diagrams available at:http://www.learningandteaching.info/learning/assimacc.htm
humans as they learn and have no absolute existence outside of our minds.
“Karen” “George” “Sidsel”
Theory of Learning
Th
eory
of
Kn
ow
led
geConstructivism
Knowledge is externalexists independent of learner
Knowledge is internal, constructed in learner’s mind in context (social)
Passivemind, knowledgeadded piecemeal
Activeengagementof mind
Hein, G. E. (1998) Learning in the Museum, London: Routledge.
Traditional Lecture And Text
Stimulus-ResponseApproach (Behaviorism)
Discovery Learning
Pedagogy for different sectors:
Traditional—focus on content, arrange this in the most logical manner: chronology; simple to complex; basic to advancedEmphasis 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
Known for his literacy training using simple, familiar and powerful images—and discussion about them—in the service of social action.
Paulo Freire(1921-1997)
Man in the world and with the world, nature and culture
Man transforms the material of nature by his work
Illustrations from Education for Critical Consciousness (1973)
Example of Constructivist, Progressive Pedagogy (Why was Freire exiled?)
Personal Knowledge
Shift from
Naïve to
Expert
Learner
In a Discipline:
Naïve Learner
More advanced learner
Expert
Personal Knowledge
Personal Knowledge
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.