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Social Constructivism
Social constructivism is a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others. Like social constructionism, social constructivism states that people work together to construct artifacts. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some 'knowledge' about carrying liquids (see also Affordance). A more complex example is an online course—not only do the 'shapes' of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group. A ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Sociological Theory
A sociological theory is a that intends to consider, analyze, and/or explain objects of social reality from a sociological perspective,Macionis, John and Linda M. Gerber. 2010. ''Sociology'' (7th Canadian ed.). Upper Saddle River, NJ: Pearson Education. . drawing connections between individual concepts in order to organize and substantiate sociological knowledge. Hence, such knowledge is composed of complex theoretical frameworks and methodology. These theories range in scope, from concise, yet thorough, descriptions of a single social process to broad, inconclusive paradigm In science and philosophy, a paradigm () is a distinct set of concepts or thought patterns, including theories, research methods, postulates, and standards for what constitute legitimate contributions to a field. Etymology ''Paradigm'' comes f ...s for analysis and interpretation. Some sociological theories explain aspects of the social world and enable prediction about future events, while others fu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mathematical Proofs
A mathematical proof is an inferential argument for a mathematical statement, showing that the stated assumptions logically guarantee the conclusion. The argument may use other previously established statements, such as theorems; but every proof can, in principle, be constructed using only certain basic or original assumptions known as axioms, along with the accepted rules of inference. Proofs are examples of exhaustive deductive reasoning which establish logical certainty, to be distinguished from empirical arguments or non-exhaustive inductive reasoning which establish "reasonable expectation". Presenting many cases in which the statement holds is not enough for a proof, which must demonstrate that the statement is true in ''all'' possible cases. A proposition that has not been proved but is believed to be true is known as a conjecture, or a hypothesis if frequently used as an assumption for further mathematical work. Proofs employ logic expressed in mathematical symbols, along ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Virtual Community
A virtual community is a social network of individuals who connect through specific social media, potentially crossing geographical and political boundaries in order to pursue mutual interests or goals. Some of the most pervasive virtual communities are online communities operating under social networking services. Howard Rheingold discussed virtual communities in his book, '' The Virtual Community'', published in 1993. The book's discussion ranges from Rheingold's adventures on The WELL, computer-mediated communication, social groups and information science. Technologies cited include Usenet, MUDs (Multi-User Dungeon) and their derivatives MUSHes and MOOs, Internet Relay Chat (IRC), chat rooms and electronic mailing lists. Rheingold also points out the potential benefits for personal psychological well-being, as well as for society at large, of belonging to a virtual community. At the same time, it showed that job engagement positively influences virtual communities of practice ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Learning Theory (education)
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained. Behaviorists look at learning as an aspect of conditioning and advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory. Those who advocate constructivism believe that a learner's ability to learn relies largely on what they already know and understand, and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses on the often-necessary change required in a learner's preconceptions and world view. Geographica ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Experiential Learning
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. ''The Journal of Physical Education'' 22(2), p. 91-98. Experiential learning is often used synonymously with the term "experiential education", but while experiential education is a broader philosophy of education, experiential learning considers the individual learning pr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Constructivist Epistemology
Constructivism is a view in the philosophy of science that maintains that scientific knowledge is constructed by the scientific community, which seeks to measure and construct models of the natural world. According to the constructivist, natural science, therefore, consists of mental constructs that aim to explain sensory experience and measurements. According to constructivists, the world is independent of human minds, but knowledge of the world is always a human and social construction. Constructivism opposes the philosophy of objectivism, embracing the belief that a human can come to know the truth about the natural world not mediated by scientific approximations with different degrees of validity and accuracy. According to constructivists, there is no single valid methodology in science but rather a diversity of useful methods. Etymology The term originates from psychology, education, and social constructivism. The expression "constructivist epistemology" was first used b ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Meaning-making
In psychology, meaning-making is the process of how people construe, understand, or make sense of life events, relationships, and the self. The term is widely used in constructivist approaches to counseling psychology and psychotherapy, especially during bereavement in which people attribute some sort of meaning to an experienced death or loss. The term is also used in educational psychology.For example: ; ; ; ; ; ; ; ; ; ; ; In a broader sense, meaning-making is the main research object of semiotics, biosemiotics, and other fields. Social meaning-making is the main research object of social semiotics and related disciplines.: "... the description of a community's communicative practices cannot adequately be accomplished within the confines of any single discipline in the human and social sciences. Such an enterprise is necessarily a transdisciplinary one, drawing on the insights of sociology, ethnology, linguistics, anthropology, social psychology, and so on, in order to ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Martin Nystrand
Martin Nystrand (born December 28, 1943) is an American composition and education theorist. He is Louise Durham Mead Professor Emeritus in the Department of English at the University of Wisconsin–Madison and Professor Emeritus of Education at the Wisconsin Center for Education Research. Biography and Career Early life and education Martin Nystrand was born in Joliet, Illinois, United States, and grew up in Oak Park, Illinois. He received his B.A. in English from Northwestern University in 1965, his M.A.T. from Johns Hopkins University in 1966, and his Ph.D. in English education from Northwestern University in 1974. During 1971-72, he studied as a special student with James Britton at the University of London. Career After teaching as a professor of English at the University of Illinois-Chicago, Nystrand moved to the Department of English at the University of Wisconsin–Madison where he served as architect of a campus-wide reform of undergraduate writing curriculum and founded t ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Lev Vygotsky
Lev Semyonovich Vygotsky (russian: Лев Семёнович Выго́тский, p=vɨˈɡotskʲɪj; be, Леў Сямёнавіч Выго́цкі, p=vɨˈɡotskʲɪj; – June 11, 1934) was a Soviet psychologist, known for his work on psychological development in children. He published on a diverse range of subjects, and from multiple views as his perspective changed over the years. Among his students was Alexander Luria and Kharkiv school of psychology. He is known for his concept of the zone of proximal development (ZPD): the distance between what a student (apprentice, new employee, etc.) can do on their own, and what they can accomplish with the support of someone more knowledgeable about the activity. Vygotsky saw the ZPD as a measure of skills that are in the process of maturing, as supplement to measures of development that only look at a learner's independent ability. Also influential are his works on the relationship between language and thought, the developmen ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Annual Review Of Psychology
The ''Annual Review of Psychology'' is a peer-reviewed academic journal that publishes review articles about psychology. First published in 1950, its longest-serving editors have been Mark Rosenzweig (1969–1994) and Susan Fiske (2000–present). As of 2022, ''Journal Citation Reports'' gives the journal a 2021 impact factor as 27.782, ranking it first of 79 journal titles in the category "Psychology (Science)" and second of 147 titles in the category "Psychology, Multidisciplinary (Social Science)". History In 1947, the board of directors of the publishing company Annual Reviews asked a number of psychologists if it would be useful to have a journal that published an annual volume of review articles that summarized recent developments in the field. Responses were very positive, so in September 1947 they announced that the first volume of the ''Annual Review of Psychology'' would be published in 1950. Previous attempts to establish such a journal in the early 1940s were ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Learning Theory
Social learning is a theory of learning process social behavior which proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. When a particular behavior is rewarded regularly, it will most likely persist; conversely, if a particular behavior is constantly punished, it will most likely desist. The theory expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual. History and theoretical background In the 1941s, B. F. Skinner delivered a series of lect ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
