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Infographic Constructivism

Constructivism posits that students construct their own understanding of knowledge through experiences and interactions, rather than just responding passively to external stimuli. According to Piaget, experiences form the foundation for further learning, while Vygotsky argued that interactions and language are key to the learning process. Vygotsky also introduced the concept of the "zone of proximal development" which refers to the difference between what a learner can do independently and what they can achieve with guidance and collaboration.

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Carolina Tejada
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128 views

Infographic Constructivism

Constructivism posits that students construct their own understanding of knowledge through experiences and interactions, rather than just responding passively to external stimuli. According to Piaget, experiences form the foundation for further learning, while Vygotsky argued that interactions and language are key to the learning process. Vygotsky also introduced the concept of the "zone of proximal development" which refers to the difference between what a learner can do independently and what they can achieve with guidance and collaboration.

Uploaded by

Carolina Tejada
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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CONSTRUCTIVISM

Students construct
their own learning.
They are not just
passive
respondents to
stimuli.

EXPERIENCES INTERACTIONS
ARE FOUNDATIONS TO ARE THE WAY WE LEARN
BUILD UPON. AND LANGUAGE IS KEY
(Piaget 1896 - 1980) (Vygotsky 1896 - 1934)

ZPD
The zone of proximal development is the
distance between the actual developmental
level and the level of potential development as
determined through problem-solving under
adult guidance, or in collaboration with more
capable peers" (Vygotsky, 1978, p. 86).

EFFECTIVE
Scaffolding
1. Assess the learner's current
Activities provided by a more knowledge and experience.
competent one, to support
the student as he is led 2. Relate content to it.
through the zone of proximal
development. Support is 3. Break a task into small, more
withdrawn as it becomes manageable tasks.
unnecessary.
(Wood, Brunner, Ross) 4. Use verbal prompts to assist
students.

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