1. Chapter 10: The learning sciences and constructivism
Educational Psychology and Measurement
Instructor: Kevin Bombardier

2. About me Kevin Bombardier From Kansas “Dr. Bomb”!
Undergrad: Wichita State University (WSU)
B.S. Physics; B.S. Mathematics
Research:
Baylor University in Plasma Physics
Boise State University in Cryptography
Physics TA for 3 years
“Plotting something” “That’s a good sign”

3. About me University of Iowa Hobbies: Ph.D. Candidate Courses Taught:
Math for Bio
Intro to Linear Algebra
Elementary Functions
College Algebra
Qual prep in Algebra
Calculus II (Current)
Calc for Bio
Logic of Arithmetic
Elementary Geometry
Abstract Algebra (Graduate)
Calculus I
Hobbies:
Teaching (Yes… seriously…)
Board games

4. The Learning Sciences Encompasses research in: Has basic assumptions:
Psychology, education, computer science, philosophy, sociology, anthropology, neuroscience, and other fields
Has basic assumptions:
Experts have deep conceptual knowledge
Learning comes from the learner
Students must actively participate
Schools must create effective learning environments
Prior knowledge and beliefs are key
Reflection is necessary to develop deep conceptual knowledge
Students should analyze their own work and progress
Deep conceptual understanding (have you talked to a professor and were blown away at how fluent they were?)
More than just learning from teachers.
Environments where students actively participate as in (2)
Need to change knowledge and beliefs.
Looking back Thoughts on these assumptions?
- If (2) is right, what role do instructors have? - … See (3). Motivation? What prior knowledge and beliefs would you all have?

5. Embodied Cognition
Embodied Cognition: the theory that cognitive processes develop from real-time, goal-directed interactions between humans and their environment
Interactions through senses and bodies
Example: Observational Learning
Can you think of any examples of this?
Our senses are central to how we think. Example: Learning a game by watching others play

6. Constructivist Views of Learning
Constructivism: View that emphasizes the active role of the learner in building understanding and making sense of information
Two forms of constructivism:
Psychological/Individual/Cognitive Constructivism
Focuses on the active role of the learner in constructing knowledge
Social Construction
Views social interactions as necessary to construct knowledge
Based in research by: Piaget, Vygotsky, the Gestalt psychologists; Barlett, Bruner, and Rogoff

7. Reflect Take out a piece of paper and do the following:
Write down a few of your favorite teachers
Write down what activities they had you do that you think made you be an active learner
Share any examples?
Own example: Abstract algebra prof in undergrad Had to discuss about the topics Made me *explain* the details to him.
He didn’t lecture! Got a good foundation on the concepts!

8. Psychological Constructivism
Psychological Constructivism: Individuals construct their own cognitive structures as they interpret their experiences in particular situations
Focuses on:
How individuals build up elements of their cognitive or emotional apparatus
The inner psychological life of people
The outside world acts as a source of input

9. Psychological Constructivism
First-Wave Constructivism – Piaget
Piaget focuses more on meaning as it is constructed by the individual (not necessarily a correct representation)
Thinking becomes more organized as children age
Concern with logic
Such knowledge comes from reflection
Social environment important factor, but social interaction was not the main mechanism for changing thinking
What previous examples were influenced by this line of thinking?

10. Radical Constructivism
Radical Constructivism: Perspective that holds that individuals can never know objective reality or truth; they can only know what they perceive and believe
Learning is replacing one’s own construction with another that better explains the person’s perception of reality
Reflect: Any potential problems with this view?
Problems:
1) Some values we may want to emphasize: honesty, justice
2) Right answers in many fields – MATH 3) Some knowledge is universal

11. Social Constructivism
Social Constructivism: Social interaction, cultural tools, and activity shape individual development and learning
Second-Wave Constructivism – Vygotsky
Learning meaning means belonging to a group and participating in the social construction of knowledge

12. Social Constructivism
Vygotsky was a mix between psychological/social constructivism
Zone of proximal development: area in which a child can solve a problem with the help of an adult or more able peer
Culture creates cognition – when adults use tools and practices to steer the child
Cognition creates culture – adult and child generate new practices and solutions
What previous examples were influenced by this line of thinking?

13. Constructionism
Constructionism: How public knowledge in disciplines such as science, math, economics, or history is constructed
Social constructivists do not focus on individual learning
Focus on public knowledge
Knowledge is socially constructed
Some people have more power
Diverse viewpoints encouraged

14. How is Knowledge Constructed?
Building mental representations
The realities and truths of the external world direct knowledge construction
Gradual development
Internal processes such as Piaget’s organization, assimilation, and accommodation direct knowledge construction
New knowledge is abstracted from old knowledge
Through Interactions
Both external and internal factors direct knowledge construction
Internal (cognitive)
External (environmental and social)
Vygotsky – Use of cultural tools

15. Is Knowledge Situated or General?
Knowledge is transferable to other situations
Examples of transferable knowledge?
Situated – Vygotsky
Situated Learning: The idea that skills and knowledge are tied to the situation in which they were learned and that they are difficult to apply in new settings
Some ideas may be useful within a specific area, but useless outside that area
Example: English class? What if you were to go to japan? Would it also be true in the past or maybe future? Situated learning – like an apprenticeship

16. Common Elements of Constructivist Student-Centered Teaching
Complex Learning Environments and Authentic Tasks
Give problems with many parts
Social Negotiation
Be able to defend their own positions
Respect the positions of others
Multiple Perspectives and Representations of Content
Gain different ways of viewing content
Understanding the Knowledge Construction Process
Make students aware of their own role in constructing knowledge
Student Ownership of Learning
Students’ effort to learn is the main focus
Other views: Example: Math – different ways to solve a problem. Helpful in this class, right?

17. Applying Constructivist Perspectives
Elicit students’ ideas and experiences in relation to key topics
Fashion learning situations that help students elaborate on or restructure their current knowledge
Give students opportunities to engage in complex problem based-activities
Provide students with a variety of information resources
Group work – give support to engage in task-oriented dialogue
Elaborate on thinking processes and have students do the same
Have students apply knowledge in diverse contexts
Encourage students to reflect on thoughts
Give feedback on processes and products of thinking
Groups: In your groups, choose a topic that you could teach and talk about how you can employ at least 3 of these methods. Create an outline of the lesson.
Have students reflect on the thoughts of the group discussion: Used here was (7), (4), (1) =) Maybe (2) and (5)

18. Group Task Assign: Brainstorm and choose topic
A group leader
Notetaker
Task person
Encourager (make sure everyone is included)
Designer (draws up designs for lesson)
Checker (ensures constructivist principles are being used)
Researcher (look up info online/in book)
Presenter (will talk about lesson plan)
Brainstorm and choose topic
Brainstorm ideas for a lesson
Make a rough draft / outline
Design a worksheet associated to the activity

19. Scaffolding Scaffolding: Support for learning and problem solving
Could be:
Clues
Reminders
Encouragement
Breaking down the steps
Providing examples
Three main characteristics:
Contingency Support: Teacher is constantly adjusting, differentiating, and tailoring responses to the student
Fading: Teacher gradually withdraws support as the students’ understanding deepens
Transferring Responsibility: Students assume more responsibility for their own learning
Show notes

20. Inquiry Learning
Inquiry Learning: Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions
The students:
Formulate hypotheses to explain/solve the problem
Collect data
Draw conclusions
Reflect on the problem and thinking processes
Like the scientific method

21. Video

22. Problem-Based Learning
Problem-based learning: Students are confronted with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process
Designed to help students develop knowledge that is useful and flexible

23. Cognitive Apprenticeships
Six features:
Students observe an expert model the performance
Students get support through coaching or tutoring
Students receive scaffolding that gradually fades
Students articulate their knowledge
Students reflect on their progress
Students explore new ways to apply what they are learning

24. Reflect
Write down examples that you already know of cognitive apprenticeships
Briefly discuss your examples with your group

25. Reciprocal Teaching
Reciprocal Teaching: Learning to apply the strategies of questioning, summarizing, predicting, and clarifying
Designed to help students understand and think deeply about what they read
Strategies in Reading:
Summarizing the content of a passage
Asking a question about the central point
Clarifying the difficult parts of the material
Predicting what comes next

26. Reciprocal Teaching Guidelines for effective reciprocal teaching:
Shift gradually – Shift from teacher to student responsibility must be gradual
Match demands to abilities – Difficult tasks and responsibility must match the abilities of each student
Diagnose thinking – Student thinking should be observed

27. Collaboration and Cooperation
Collaboration: A philosophy about how to relate to others – how to learn and work
Cooperation: Way of working with others to attain a shared goal
Cooperative Learning: Situation in which elaboration, interpretation, explanation, and argumentation are integral to the activity of the group and where learning is supported by other individuals
Group Work: Several students working together
Might not be cooperating!
More than just dividing up the work!
Advantages: Participants can rehearse, elaborate, and expand their knowledge
Ask: What are some other advantages?
(Students can see where other peers are at.)

28. What can go wrong
Students attempt to finish early instead of focusing on learning
Students can reinforce misunderstandings
Socializing may take precedence over learning
Students may rely on the “best” student in the group
Status differences may be increased
Some students learn to “loaf” and be dependent on group
Share: Any group project stories ? How can these negativities be minimized?

29. Preparing Students for Cooperative Learning
Positive interdependence
Members can attain their goals only if the others in the group do as well
Promotive interaction
Members encourage each other’s efforts
Individual accountability
Students are responsible for their own learning
Collaborative and social skills
Giving constructive feedback, reaching consensus, and including other members
Group processing
Members ensure the group is working effectively

30. Assigning Roles Possible Roles:
Encourager
Coach
Checker
Recorder
Gate Keeper
Taskmaster
Can assign audience members listening roles
Roles support learning, not ends in themselves

31. Designs for Cooperation
Reciprocal Questioning: Students work in pairs or triads to ask and answer questions about lesson material
Jigsaw: A learning process in which each student is part of a group and each member is given part of the material to be learned by the whole group
Students depend on each other

32. Structured Controversies
Structured controversy: Students work in pairs within their four-person cooperative groups to research a particular controversy
Each pair researches the issue
They develop a pro and con position
They present their position and evidence
The pairs discuss the issue together
The pairs reverse positions
Total group forms a final report
Discuss: What kind of subject material are each of these methods useful for? Which do you prefer?
Potential issues:
Learning disability
Gifted students

33. Issues with Cooperative Learning
Discuss in your groups:
What are potential problems that could arise?
Do these problems exist in all of these methods or only some?
Potential problems:
Some students may have a language barrier
Mental disability

34. Service Learning
Service Learning: A teaching strategy that integrates meaningful community service with instruction to enrich the learning experience
Characteristics for service learning:
Organized and meet community needs
Integrated into curriculum
Have time to reflect and write about experience
Opportunities to apply academic knowledge
Enhance learning and a sense of caring

35. Learning in a Digital World
Uses of technology in school:
Technology based activities for classroom or learning environments
Students can interact with technologies or collaborating in a virtual environment
Cloud computing: Allows computer users to access applications or computing assets to use online applications
Administrators use technology to track information

36. Virtual Learning Environments
Virtual Learning Environment: A broad term that describes many ways of learning in virtual or online systems
Learning Management System: Systems that deliver e-learning, provide tools and learning materials, keep records, administer assessments, and manage learning
I.e. Icon
Personal Learning Environment: Framework in which knowledge is constructed through online peer interactions
Immersive Virtual Learning Environment: A simulation of a real-world environment that immerses students in tasks like those required in a professional practicum
Massive Multi-player Online Games (MMOGs): Interactive gaming environments constructed in virtual worlds in which the learner assumes a character role of avatar

37. Developmentally Appropriate Computer Activities
Is digital media appropriate for preschool children?
Hotly debated
Potential danger: Visuals or sound effects could interrupt with the development of concepts
Might make children better at multitasking but worse at deeper thought processes
Students have to be media/digital literate

38. Computational Thinking and Coding
Computational Thinking: The thought processes involved in formulating problems so you can represent their solution steps and algorithms for computing
“Thinking like a computer scientist”
Discuss: What part of technology is present in this class? What do you regularly use? Are any harmful to the learning environment?

39. Video