Exploring the principles of constructivism and applying them to Technological Education

Paul B.

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Exploring the principles of constructivism and applying them to Technological Education

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Abstract

The National Association of State Directors of Career Technical Education Consortium states: "career studies should be taught in manners that are consistent with a constructivist view of learning" (NASDCTEC, 1999, p. 7). While this may sound good in theory, one underlying problem exists: the lack of a clearly defined, agreed-upon constructivist pedagogy. This article will (1) explore the definition and variations of constructivist theory, (2) present a pedagogy for constructivist teachers of career and technology studies, and (3) compare and relate those pedagogies to the existing standards for powerful career and technology studies as defined by the NASDCTEC."Constructivism is a topic on the conference programs of virtually all prominent national educational organizations and has been widely described and analyzed in professional journals" (Brooks, 1999). Constructivist theory has been presented in a variety of contexts, and institutions of higher education are implementing constructivist teacher education programs nationwide (Brooks, 1999)

Introduction.
A constructivist pedagogy for career and technology education.
1. Defining constructivism.
2. The radical constructivist approach to learning.
3. Social constructivism and Vygotsky.
Cognitive constructivism and information processing
1. The basis of cognitive constructivism.
2. The constructivist interpretation of information processing.
3. The goal of teaching.
Constructivist pedagogy and NASDCTEC standards.
1. The eight principles proposed by Doolittle and Camp.
Conclusion.
Bibliography.

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[...] Although many of the principles are philosophical in nature, after studying the ideas put forth by radical constructivist thinkers a person can begin to apply those tenets into their own theories of teaching and learning, especially in relation to the importance of making subject matter relevant to individual students' lives. As a radical constructivist would argue, the subject will only take what knowledge is viable in their reality. Social Constructivism and Vygotsky The social constructivist view of knowledge is that new knowledge is created through social interactions. [...]

[...] According to both the NCSS principle and the pedagogical principles, learning is more meaningful when students feel that what they are learning will be beneficial to them both in and outside of the classroom. The NCSS stresses that “meaningfulness is stimulated when instruction . focuses on teaching important ideas for understanding, appreciation, and life application” (NCSS, 1994). Doolittle and Camp (1999) explained that constructivism in practice “emphasizes the need for quality, authentic, or real-world experiences that provide the student with learning cues that facilitate later thought and behavior. [...]

[...] “Constructivism as a Theoretical Foundation for the Use of Technology in Social Studies.” In revision Doolittle, P. & Camp, W.G. (1999) “Constructivism: The Career and Technical Education Perspective.” Journal of Vocational and Technical Education. Vol pp. 23-46. Driscoll, M. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon. Eggen, P. & Kauchak, D. (1997). Education psychology: Windows on classrooms. Upper Saddle River, New Jersey: Prentice Hall. Jonassen, D.H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? ETR&D, [...]

[...] The three forms of constructivism to be explored in this essay are radical, social, and cognitive constructivism(s). The Radical Constructivist Approach to Learning The term radical constructivism was first coined by Ernst von Glasersfeld in 1974 (von Glasersfeld, 1974). Von Glasersfeld based his theory on the 18th century works of Giambatista Vico, and the later 20th century theories of Jean Piaget (von Glasersfeld, 1989). The radical constructivist perspective holds that all knowledge is constructed by the subject, or learner. Radical constructivists believe that knowledge is a subjective creation from the subject's experiences that has been demonstrated to be viable (von Glasersfeld, p. [...]

[...] Ultimately the behavior of the individual will be affected, and the individual will then begin to think with and use the term. Vygotsky defined externalization as the ability of the individual to go from the cognitive back to the social, such as explaining the term to another individual. All internalizations and externalizations are forms of enculturation, or the learning of one's culture through the internalization of the culture's signs and tools through mediated activity. According to Vygotsky, these signs are internal reasoning skills and ways of thinking that manipulate an individual's own thoughts. [...]

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