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The Pros Of A Social Constructivist

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Another social constructivist is Bruner. Inspired by Piaget, Bruner came up with 3 modes of representation about the way information and knowledge are stored in the memory. The first is the enactive stage. This is where children mainly learn through physical actions which are then stored in the memory. Solid objects are used in this stage to help children discover the world around them and learn how things work. Secondly is the iconic stage. Children now know of the world through mental imagery, therefore if they were asked to draw something they would picture it in their head and then go off that. The third and final stage is the symbolic stage. Information is now stored as language for example words and mathematical symbols which can be categorised in the mind as to what it is. Similarly, to Vygotsky, Bruner believes that intellectual development can occur at any age, and so when someone is processing new information it will go through those 3 stages and then it has been learnt.

When planning lessons, these 3 processes are mainly effective for maths lessons. Children begin learning a new topic by using concrete resources to help them out, then moving on to …show more content…

Using this theory to plan lessons would be quite difficult as 30 pupils in a class could mean 30 different intelligences to cover, however with a balanced curriculum and a wide range of after school activities, there should be something that every child can thrive in. On its own, the theory of multiple intelligences doesn’t provide detail about how children would learn something new, however combined with another theory, eg. Piaget’s stages of development it could be useful in highlighting what the child is good at and therefore what they need help with- following another theorist’s

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According to Piaget there are four stages of intelligence. They are as follows: the Sensorimotor stage from birth to 2 years of age. In this stage Piaget states that the child is able to objects and stimuli but lack an internal representation of the outside world. The Preoperational stage from ages two to seven in which the child is able to use language to communicate, they also have the ability to think in images and draw those images. The Concrete Operational stage from ages seven - eleven is where the child should be using logical reasoning and is able to think in multiple dimensions.

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Dorothy L. Sayers illustrates the three stages of learning in classical education—grammar, dialectic, and rhetoric. The first stage is grammar. It is also called the poll-parrot age that teaches people to memorize facts. The second stage is dialectic. It is called the pert age that teaches people to express their opinions and reason.

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When we started our adventure into the studies of Human Services we learn about “Maslow’s hierarchy of needs” (Burger, W. 2014 pg. 3). this is our basis to start our learning and the direction we decide to follow. We start off learning about physiological, safety, belonging, love, and esteem and the need for self-actualization. We understand that people need the basic food, water, air, and shelter to create a healthy homeostasis. Next, we look at that people are in need to feel secure being stable, having structure lack of anxiety and live in an orderly fashion.

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However at the end of the study when the class teacher was asked if she believed Multiple Intelligence Theory has influenced her students’ performance in Science she said yes. This was evident because she was able to detect from the past papers questions she had been giving them as practice in preparation for the End of Year Examinations. The remaining two (2) or forty percent (40%) teachers said no because they do not use

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Social constructionism views knowledge as a something that is socially created by people. Such as human relationships and how they these relationships affect how people perceive reality. Usually the same groups of people hold the same ideas.

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The Flaws of Constructivist Thinking Social constructivism and psychology have come at odds in recent years, as social constructivism has increasingly been used as the be-all-end-all explanation by third-wave feminists for different aspects of human sexuality and sexual behavior, despite proven scientific explanations that debunk and even contradict such a view. In the continuation of the everlasting nature vs. nurture debate, the feminists assert that society, nurture, is far more significant in determining sexual behavior than genetic or innate biological factors. These modern-day constructivists are as close to the Tabula Rasa/blank slate perspective as can be, and assert this as the truth, even when science shows otherwise. The University of California Berkeley explains that social constructivist view asserts that “all cognitive functions originate in, and must therefore be explained as products of social interactions” (Berkeley). In other words, it argues that human behavior is learned through interactions with other people and the whole of society, and “not

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Greene and Lee (2002) states that when considering the social constructivist approach an understanding of the way individuals function within society is important to appreciate the meaning they ascribe to their experiences of society and culture. Dean (1993 suggests that knowledge and meaning are created and influenced by institutions within the environment. From this individual suffering from mental illness will create their reality and will then view future experiences through this (Dewees, 1999) As previously explored dominate members of society determine values, beliefs and norms that is supported and maintained by that society. Kondrat and Teater (2009) suggest that if individuals do not ascribe to these they are considered ‘abnormal’

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Yet should human nature be in the question regarding system constructed. For many man is too fickle and prone to violence and that states should be above nature or based on principles rather than universal values. Social Darwinism frequently over history has been used justify many social injustices or the most awful of tragedies. The nature of man is called into question frequently by Hannah Arendt who states that Himmler constructed terror “on the assumption that most people are … first and foremost jobholders, and good family men. … [who] for the sake of his pension, his life insurance, the security of his wife and children, … was ready to sacrifice his beliefs, his honour, and his human dignity.”

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Social constructionism is a major theory used in the academic study of religion. Social constructionism is the theory that reality, truth and meaning is just society just running its course. Bringing this into perspective there have been many different viewpoints as to whether or not this is a valid idea or whether this becomes a paradox of some kind. The idea that our religions has been constructed by the humans living in due to the social process of human beings living through life.

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Stage 1: Sensorial This stage starts from the birth of the child. The child learns about the world with the use of the five senses. Through

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Likewise, the Multiple Intelligence (MI) theory is also a very useful model for developing any systematic approach for nurturing and training learners and respecting their individual needs and strengths within a classroom setting. According to Emmer and Evertson (2009) multiple intelligence aids teachers in easily creating more personalized and diversified instructional experiences. It offers the teachers to help students become empowered by extending and promoting cognitive bridging techniques based on the seven intelligences, by fostering in them a deep metacognitive understanding and advancing suggestions for a broad array of skills and techniques to deal with different types of learners. This theory is summarized by Howard Gardner in his book Frames of Mind (2006) namely: Linguistcs, Logical Mathematical, Spatial, Musical, Bodily Kinesthetic, Interpersonal, and Intrapersonal. Using these techniques can help create ‘instructional bridges’ into difficult concepts.

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Learners focus on how they visualise and communicate the concept through a pictorial level. For example; Learners will have to draw picture to work out a mathematical sum. Stage 3 is known as the Abstract Stage; learners use mathematical symbols such as numbers to express the concept in symbolic language. For example; learners will add 7+4 to give an answer of 11 (Research on the benefits of manipulatives

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Introduction - While reading various texts that Ann Brown has written I began to see that her opinion was that the goal of social studies educators is to foster the development of effective citizens. But to properly approach this goal, I seen there needs to be a shift from what Dewey called the “traditional” structure of education (Dewey, 1938). In the current or traditional method, one proposed method to change this process is the application of the theory of social constructivism. Social constructivism focuses on the role that social interaction plays in creating knowledge.

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and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal

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Once the individual learns the fundamental skills they can then begin the cognitive stage. This stage begins when the task is first introduced

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