ARTIFACTS, VISUAL MODELING AND CONSTRUCTIONISM: TO LOOK MORE CLOSELY, TO WATCH WHAT HAPPENS.
Constructionists operationalize a powerful notion they share with constructivists: individual learning is facilitated by building models of specific ideas, concepts, methods, objects, environments, feelings, dreams, memories and sounds using the learner's current stock of knowledge. Constructionists...
| Publicado en: | Problems / Problemos pp. 8 - 24 |
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| Formato: | Artículo |
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Vilnius University
2018 Supplement
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=134153654&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 134153654 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13921126 3D4C jtl: Problems / Problemos issn: 13921126 maglogo: N pubinfo: dt: 2018 Supplement pid: 16037 pub: Vilnius University artinfo: ui: 134153654 10.15388/Problemos.2018.0.12345 ppf: 8 ppct: 16 formats: fmt: @attributes: type: P size: 3.1MB tig: atl: ARTIFACTS, VISUAL MODELING AND CONSTRUCTIONISM: TO LOOK MORE CLOSELY, TO WATCH WHAT HAPPENS. aug: au: Clayson, James E. affil: American University of Paris su: Learning Educational programs Educational planning Theory of self-knowledge Social constructionism sug: subj: Learning Educational programs Educational planning Theory of self-knowledge Social constructionism keyword: artifacts constructionism drawing narrative psychology transformational objects visual modeling artefaktai konstrukcionizmas naratyvinė psichologija piešimas transformuojami objektai vizualinis modeliavimas ab: Constructionists operationalize a powerful notion they share with constructivists: individual learning is facilitated by building models of specific ideas, concepts, methods, objects, environments, feelings, dreams, memories and sounds using the learner's current stock of knowledge. Constructionists do this by building models or artifacts that can be externally manipulated, interrogated by their builder, and verbally shared with others. Constructionists believe that new knowledge is created during these discussions. Constructionism is rich with heuristic methods for both finding and constructing artifacts and for discussing these artifacts privately and publicly. Constructionists argue that both constructing and discussing are necessary for deep sense-making. This paper describes one specific constructionist learning method: visual modeling. It illustrates one educator's approach, developed in the classroom over a 40-year period. It references the relevant literature; describes its pedagogic approach, materials and outcomes; and it offers a step-by-step example of one student's thinking process. Finally, it presents - in appropriate narrative form - 15 arguments why the visual component extends the constructionist project and should be integrated into more educational programs. Konstrukcionistai įveiklina galingą koncepciją, kuria jie dalijasi su konstruktyvistais: individualų mokymąsi sustiprina konkrečių idėjų, koncepcijų, metodų, objektų, aplinkos, jausmų, sapnų, prisiminimų ir garsų modelių kūrimas, pasitelkiant besimokančiojo žinias. Konstrukcionistai to siekia kurdami modelius ar artefaktus, kuriais jų kūrėjas gali išoriškai manipuliuoti, juos tyrinėti bei žodžiu dalytis su kitais. Konstrukcionistai mano, kad tokių diskusijų metu sukuriamos naujos žinios. Konstrukcionizmas turi daug euristinių metodų, kuriais galima atrasti ar konstruoti artefaktus ir šiuos artefaktus privačiai ar viešai aptarinėti. Konstrukcionistai teigia, kad tiek konstravimas, tiek aptarimas yra būtini giluminei prasmėkūrai. Šiame straipsnyje aprašomas vienas konkretus konstrukcionistinis mokymosi metodas - vizualinis modeliavimas. Juo iliustruojama vieno pedagogo prieiga, sukurta per 40 metų pedagoginio darbo. Straipsnyje remiamasi atitinkama literatūra, aprašoma pedagoginė prieiga, ištekliai ir rezultatai, taip pat kaip pavyzdys smulkiau atskleidžiamas vieno studento mąstymo procesas. Galiausiai, tinkama naratyvine forma pateikiama 15 argumentų, kodėl vizualinis komponentas praplečia konstrukcionizmo projektą ir turėtų būti integruotas į daugiau švietimo programų. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Problems / Problemos is the property of Vilnius University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Problems / Problemos holder: Vilnius University dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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