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Psychology In Learning And Instruction1

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The document discusses different theories of how knowledge is acquired and constructed, including: - Knowledge being individually acquired vs socially constructed - Cognitive constructivism which holds that knowledge is constructed by individuals/groups and that mental development influences what information can be understood - Social constructivism which emphasizes that thinking and learning depend on social interactions and cultural influences - Situated cognition which focuses on how the environment resources ("affordances") influence thinking It encourages teachers to consider how their instructional practices align with various theories about the origins and development of knowledge.

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Psychology in Learning and Instruction Chapters 3 and 4 Development and Knowledge LaToya Robinson & Jackie McMillan
[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
[object Object],[object Object],[object Object],[object Object],[object Object]
Yes or No? ,[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Yes or No? ,[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Information-processing (IP) Theory ,[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Yes or No? ,[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Yes or No? ,[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Cognitive Constructivism ,[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Yes or No? ,[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Yes or No? ,[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Yes or No? ,[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Radical Constructivism ,[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Yes or No? ,[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Yes or No? ,[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Agree or Disagree? ,[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Social Constructivism ,[object Object],[object Object],[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Situated Cognition ,[object Object],[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Socioculturalism ,[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
States of Knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
States of Knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Prior Knowledge and Experiences are Important! ,[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Schooled vs. Unschooled Knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],Alexander, Patricia A. (2006). Psychology in Learning and Instruction, PEARSON Merrill-Prentice Hall.
Where do you stand on the continuum of “where does knowledge come from” now??

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Psychology In Learning And Instruction1

  • 1. Psychology in Learning and Instruction Chapters 3 and 4 Development and Knowledge LaToya Robinson & Jackie McMillan
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  • 30. Where do you stand on the continuum of “where does knowledge come from” now??