Constructivism :: essays research papers fc

Students need to be subject to learn how to become effective problem solvers.They should be able to detect problems, evaluate those problems and thendecipher a way to transfer their learning to those problems in a way that bequeathbring ab away a solution. If a student is able to perform in a problem solvingsituation a meaningful learning should then occur because he has constructedan description of how things reverse using preexisting structured. This is thetheory behind Constructivism. By creating a personal interpretation ofexternal ideas and experiances, constructivism allows students the ability tounderstand how ideas can relate to apiece other and preexisting friendship. Ateacher must then recognize the importance of the cognative and socialapproaches for learning and teaching so that she may aid the students exploitation in constructivist learning. Both approaches are valuable becauseone will emphasize the role of cognative processes 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 through with(predicate) scaffolding, providing a student with sufficientinformation to be able to complete a task on his own or, to present a gradualdecrease in the amount of help availible allowing the student the capacity towork independantly. Situated learning will present the student with a set 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 view problemsand ideas. These ideas presented will then be able to shed light on the natureof problem solving. thither are three most common types of problems, the firstbeing well-structured problems. Well-structured problems are ones clearlystated with kn own solution 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 evaluate to understand the nature of the problem. The next logicalstep would then be for those students to compile 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