Constructivism :: essays research papers fc

Students deprivation to be able to learn how to become effective problem solvers.They should be able to identify problems, value those problems and thencedecipher a right smart to transfer their development to those problems in a way that ordain institute about a solution. If a scholar is able to perform in a problem solvingsituation a meaningful instruction should then occur because he has constructedan interpretation of how things work using be structured. This is thetheory behind Constructivism. By creating a personal interpretation of remote ideas and experiances, constructivism allows school-age childs the ability tounderstand how ideas can relate to each other and be knowledge. Ateacher must then recognize the importance of the cognative and fondapproaches for attainment and teaching so that she may aid the studentsdevelopment in constructivist learning. Both approaches are valuable becauseone allow for emphasize the situation of cognative processes and the other w illemphasize culture and social interaction in the role of meaningful learning. wiz, however, may wonder how to go about enforcing these approaches.One method is through scaffolding, providing a student with sufficientinformation to be able to complete a task on his own or, to toast 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 contrive light on the natureof problem solving. There are one-third most common types of problems, the firstbeing well-structured problems. Well-structured problems are ones clearly st ate with known solution procedures and evaluation standards an examplebeing a mathamatical process. another(prenominal) type of problem are those that areill-structured they are stated vaguely, fix 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 assurethey realize that a problem does exist. Once a problem is identifiedm studentsshould be expected 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 fashion and carry out a solution. Lastly, thestudents would then be required to evaluate their solutions working out the